Description
The learning activities are varied so you can select those you feel are best suited to your learning style and work situation. You may choose to do one or all activities. You may do the activities on your own, or as part of a group; the choice is yours.
(BSXFMI402A)
Provide leadership in the workplace
Learning Guide for Volunteers
(40410SA) Certificate III in Active Volunteering
National Volunteer Skills Centre is a project run by Volunteering Australia and is funded by
Department of Family and Community Services
National Volunteer Skills Centre
(BSXFMI402A)
ii Provide leadership in the workplace
This learning guide is based on the national industry unit of competency (BSXFMI402A) Provide leadership in the
workplace from (BSX97) Frontline Management.
© Commonwealth of Australia 2004
Published by Volunteering Australia
First Published November, 2004
All rights reserved. This work is copyright, but permission is given to trainers and facilitators of volunteers to make copies
by photocopying or other duplicating processes for use within volunteer involving organisation or in a workplace where
the training is being conducted for volunteers. This permission does not extend to the making of copies for use outside the
immediate training environment for which they are made, nor the making of copies for hire or resale to third parties. For
permission outside of these guidelines, apply in writing to Volunteering Australia Inc.
These learning materials are published by Volunteering Australia for the National Volunteer Skills Centre and funded by the
Australian Government Department of Family and Community Services.
Enquires should be directed to
National Volunteer Skills Centre
Suite 2, Level 3
11 Queens Road
Melbourne Vic 3004
T: 03 9820 4100
F: 03 9820 1206
E: [email protected]
W: www.nvsc.org.au
ARBN 062 806 464
Margaret Taylor, author, RMIT University
Lewis Hughes, ANTA Noting Consultant: Enviro-sys Pty. Ltd.
Mark Laidler, DTP and Layout, RMIT University
Tim Sheedy, Editor, Foldback Media
1 920848 42 8
This publication is supplied with the understanding that the authors, designers and editors are not responsible for the
results of any actions taken on the basis of information in this work, nor for any errors or omissions; and the publisher is not
engaged in rendering legal, accounting, engineering or other professional services. The publisher, authors and designers
disclaim all and any liability to any person, whether a purchaser of this publication or not, in respect of anything and of the
consequences of anything done or omitted to be done by any such person in reliance, whether whole or partial, upon the
whole or any part of the contents of this publication.
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Contents
Section One: Introduction 1
What this guide is about 1
How the guide is organised 1
About this competency 2
Element 1: Model high standards of management performance 2
Element 2: Enhance the organisation’s image 2
Element 3: Influence individuals and teams positively 2
Element 4: Make informed decisions 2
What topics are covered? 3
Planning your learning 5
Becoming a self-directed learner 5
Working out your current skills and knowledge 7
Using the learning materials 10
Selecting learning pathways 10
Setting up a learning system 10
Finding and using learning resources 10
Finding and using the resources of a not-for-profit
volunteer involving organisation 11
Finding a coach 11
Finding a library 12
Using the resources of a training provider 12
Using case study data 13
Working with colleagues and friends 13
Observation and practice 13
About the learning model for this unit of study 14
Section Two: Learning materials 16
Glossary of terms 16
Volunteering terminology 16
Setting up a learning system 17
Assessing your current skills and knowledge about leadership in the
workplace 20
Self-assessment: (BSXFMI402A) Provide leadership in the workplace 21
Topic 1: What is good leadership? 25
1.1 Principles of good leadership 25
Capabilities and Role Models 28
1.2 The legislative context for leadership in a not-for-profit
organisation 29
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Topic 2: Modelling high standards of performance management 33
2.1 What is performance management? 33
2.2 Understanding and assessing your own performance 35
2.3 Establishing work or performance plans 37
Conducting a performance review 39
Topic 3: Enhancing the image of the organisation 42
3.1 Organisational values and standards 42
3.2 Organisational image 44
Topic 4: Communicating and influencing 49
Questioning 51
Topic 5: Decision making 56
Section Three: Resources 60
Web sites 60
Communication skills 60
Cultural diversity 60
Communications checklist 61
Organisations 61
Print publications 61
Section Four: Demonstrating competence 62
How to assess your current competency 62
Using the self-assessment exercise as part of a formal
assessment process 62
Gaining formal recognition for competencies gained 63
How do I get a statement of attainment? 64
How do I contact a Registered Training Organisation (RTO)? 64
What counts as evidence of competency? 64
Building an evidence portfolio 65
What does an evidence portfolio look like? 66
What does an evidence portfolio contain and how is it organised? 66
Demonstrating competency in providing leadership in the workplace 67
Appendix One: 68
Example of a competed self-assessment activity: BSXFMI402A: Provide
leadership in the workplace 68
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1 Section One: Introduction
Section One: Introduction
What this guide is about
This Learning Guide – (BSXFMI402A) Provide leadership in the workplace
- is designed to assist you to develop the skills and knowledge for effective
workplace leadership and management whether you are a leader or future
leader in a small community organisation or a larger and more formal
structure.
How the guide is organised
The learning guide is divided into four sections:
Section One - Introduction to the learning guide and to self-directed
learning.
Section Two – Learning Materials covers the skills and knowledge involved
in being an effective leader. It offers a range of learning activities you can
chose to do to practice and further develop your skills and knowledge.
Section Three - Resources contains further references and other materials
relevant to the topics covered. Whether and how you use these resources is
up to you. You may have access to resources provided by the organisation you
are working with and these will be more relevant to your situation. In this
case you may choose to use such materials together with those provided here
in order to compare and contrast different ways of working.
Section Four - Demonstrating Competence is a guide to collecting evidence
of your competency. This makes up an evidence portfolio. Included is
information on how this can then be used to gain formal recognition of
your work and learning from a Registered Training Organisation (RTO).
Information on how to enrol in a course of study and gain credit for what you
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have learned in your volunteer work is also outlined.
About this competency
(BSXFMI402A) Provide leadership in the workplace
Element 1: Model high standards of management performance
Performance criteria
Performance plans are developed and implemented in accordance with
the organisation’s goals and objectives.
Key performance indicators are developed within the team’s/
organisation’s business plans
Performance meets the organisation’s requirements.
Performance serves as positive role model for others.
Element 2: Enhance the organisation’s image
Performance criteria
The organisation’s standards and values are used in conducting business.
Standards and values considered to be damaging to organisation are
questioned through established communication channels.
Personal performance contributes to developing an organisation which
has integrity and credibility.
Element 3: Influence individuals and teams positively
Performance criteria
Expectations, roles and responsibilities are communicated in a way which
encourages individuals/teams to take responsibility for their work.
Individual’s/team’s efforts and contributions are encouraged, valued and
rewarded.
Ideas and information receive the acceptance and support of colleagues.
Element 4: Make informed decisions
Performance criteria
Information relevant to the issue(s) under consideration is gathered and
organised.
Individuals/teams participate actively in the decision making processes.
Options are examined and their associated risks assessed to determine
preferred course(s) of action.
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Decisions are timely and communicated clearly to individuals/teams.
Plans to implement decisions are prepared and agreed by relevant
individuals/teams.
Feedback processes are used effectively to monitor the implementation
and impact of decisions.
What topics are covered?
There are five topics covered in the learning materials section.
1. What is good leadership?
2. Modelling high standards of management performance
3. Enhancing the image of the organisation
4. Influencing individuals and teams
5. Making informed decisions
Each topic comprises an introduction to the skill and knowledge area and
one or more learning activities that you can use for a number of purposes:
To learn and practice new skills
Test your knowledge
To reflect on what you have learned
To check your progress as you work through the materials
The learning activities are varied so you can select those you feel are best
suited to your learning style and work situation. You may choose to do one or
all activities. You may do the activities on your own, or as part of a group; the
choice is yours.
You do not have to work through the guide from beginning to end. You can
start and finish wherever you wish. Any learning activities you complete can
contribute to your collection of evidence of competence if you decide to apply
for formal recognition.
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Each learning activity is accompanied by the heading:
LEARNING ACTIVITY NO.
Learning activity name
All of the activities can be used towards assessment to gain formal
recognition of your skills and knowledge about providing leadership in
the workplace. How to achieve formal recognition is explained in detail in
Section Four of this learning guide.
In some topics, in addition to learning activities that can be used for
assessment purposes there are a number of shorter activities you can use
to check progress and to note any areas you particularly want to follow up.
These short activities are accompanied by the following heading style.
QUESTION
How you use the learning resources is up to you. You may have access to
resources provided by the organisation you are working with and these will
be more relevant to your situation. In this case, you may choose to use such
materials together with those provided here in order to compare and contrast
different ways of working.
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Planning your learning
Becoming a self-directed learner
Learning happens most easily at the point when your situation necessitates
that you know or learn how to do something for a specific reason. If your role
as a volunteer:
offers you the opportunity to play a leadership role
you would like to further develop your skills, and
perhaps gain some formal recognition for your work,
then you can use this learning guide to help you to do so.
The learning guide need not be followed in a linear way. You can choose
when and how to learn and you can choose how to use the information and
activities in the guide to develop new skills and check your progress against
your own goals.
One way of explaining the process used by active learners is shown in the
diagram below. The cycle can be started at any point.
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You may have decided to work through this learning guide for a number of
reasons so we have designed it to be as flexible as possible. For example:
If you have not had any experience in a leadership role you may wish to
work through all sections of the guide and all of the learning topics.
If you are already have experience in leadership and are hoping to pick
up some extra tips and skills, you can scan through the learning topics
and resources and use what you need.
If you are enrolled in a training program at a TAFE Institute or other
Registered Training Organisation, your teacher/trainer may use these
materials as a source of information and to organise learning and
assessment activities.
Whatever pathway you select, we hope you find it enjoyable and rewarding.
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Working out your current skills and knowledge
The first activity in this learning guide (see Section Two) includes a self-
assessment activity. This involves answering a set of questions about key
aspects of providing leadership.
By making a personal judgment about what you can do and how well you can
do it, you can select from the topics you want to study, rather than having to
work through areas you already know.
The self-assessment activity is based on three questions:
1. What skills and knowledge do you have?
2. How well can you perform these skills?
3. What evidence can you provide to demonstrate what you know and what
you can do i.e. your current skills and knowledge, or current competency?
If you can produce evidence of current skills and knowledge in an area
covered in the learning topics, it will be useful if you want to apply for formal
recognition of your skills and knowledge.
There is more information on collecting evidence in Section Four of the
learning guide - Demonstrating competence
An important note about assessment and formal recognition of competence
This learning guide is not a set of instructions to be followed or a formal
course of study. This means that learners who use the guide should not
expect to automatically receive a formal award. To receive a national award
you need to be enrolled in a course with a Registered Training Organisation
(RTO). TAFE is one category of RTO found in most parts of Australia, but
there are many others including adult education centres. Your own volunteer
organisation may in fact be an RTO.
You can find out about RTOs in your region by contacting your state training
authority, your local council or looking up training in a local phone directory.
Your own organisation may also have an existing relationship with an RTO or
be able to direct you to one.
Because this learning guide and the topics and learning activities it contains
are based on national industry competency standards that are endorsed by
the Australian National Training Authority, any training you complete can be
recognised. Evidence of competence collected as a result of working through
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the learning guide will be taken into account by the RTO in assessing your
competence. If you have developed an evidence portfolio by completing
a self-assessment activity, compiling evidence of competency from your
previous work experience and/or by completing learning activities in this
guide, then you will have evidence of your skills and knowledge that you can
present to an RTO.
The RTO may accept your portfolio as sufficient and valid evidence of
competence or they might ask you to provide some additional evidence.
Further details about evidence of competence and how to negotiate with an
RTO to receive formal recognition are included in Section Four of this guide.
If you would like to get a nationally recognised Statement of Attainment for
the competencies you have gained through your work as a volunteer, and/or
other work, you can use the flow chart on the following page as a guide to the
process.
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Using the learning materials
Selecting learning pathways
How you decide to use these learning materials depends on your own
situation and needs. Once you have completed the self-assessment activity in
Section Two, you can use the results to assist you to select the topics that you
want to focus on.
If you have prior experience in providing leadership then you might just dip
into the materials to refresh your memory. If this is a new experience, or
you are planning to get involved in a volunteer capacity in the future, then
you can use the materials as a self-paced guide and work through each topic
step by step. You may be using the materials as part of a structured training
program, in which case your teachers/instructors will guide your learning.
Setting up a learning system
When you turn to Activity 1 in Section Two of the learning guide, you will
find a step by step guide to setting up a system to manage your learning. In
completing the activity you will set up a record book and perhaps a journal,
develop a template for collecting terminology, set up a contact list and work
out where you can get access to additional learning resources.
Finding and using learning resources
In addition to this learning guide, there are three resources to help you
develop your skills and knowledge about providing leadership in the
workplace:
The first and most important resource is access to a not-for-profit
organisation that involves volunteers, otherwise known as a not-for-
profit volunteer involving organisation. Here, you can talk to current
personnel about how they provide leadership in their roles.
Secondly, because you may need to be able to read and comprehend quite
complex legal documents in order to provide leadership, we recommend
that you find some one who can act as a coach to you in your learning.
Thirdly, you may need occasional access to a library for further reference
materials. A public library will also be able to provide you with access to
the Internet if you do not have a home or work computer.
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Finding and using the resources of a not-for-profit volunteer involving organisation
It is likely that you are already involved in volunteer work, in which case you
should be able to talk to members of your own organisation for the resources
you will need.
If you do not yet have an association with a volunteer involving organisation
and wish to develop your skills before becoming involved, then you will
need to approach an organisation. You might find the easiest way to
start is through friends and your local community. You can also contact
Volunteering Australia, or your state volunteering coordinating agency
(contact addresses are provided in the further references list in Section Three
of this guide).
It would also be useful if you can find one or two people able to act as your
coach. Ideally this would involve someone on your own Organisation and
someone involved in another organisation. This way you have more than one
point of view to consider. If you do find someone from another organisation
willing to help you and act as a coach, you will need to be careful to maintain
confidentiality about any organisational matters discussed between the two of
you.
What you should try to do is get feedback on your performance in your
leadership role from colleagues. It is also valuable to reflect on your work in
the context of the material in this guide and to ask yourself if there are ways
you can improve your own performance.
Finding a coach
Anyone who has experience of working in a leadership position AND has the
time to assist you, can be a coach – they do not need to be a qualified teacher.
NOTE TO COACH
There are notes to assist coaches included with some of the learning and
assessment activities.
If you are enrolled to study this (and perhaps other) competencies with a
Registered Training Authority, you may not need a coach as your teacher
will guide you through the learning and assessment activities and help you to
access resources.
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Finding a library
You may need a library for reference materials or to access the Internet when
completing activities.
The best place to go is to your local community library where you will be able
to get hold of the references you need – either in print format or through the
Internet.
Even if you live in a small community you should be able to access library
facilities nearby. If the library itself has only a small permanent collection,
the librarian can arrange to get hold of what you need through inter-library
loans.
If you live or work near a TAFE college or university, you can also use the
college or university library. The only restriction is that you cannot borrow
books or use the special reserve sections of the library unless you are an
enrolled student.
If you live in a remote area and do not have physical access to a library, but do
have Internet access, you will be able to find most of what you need online. A
lot of information is also available as a print resource through the mail. This
is particularly the case with materials published by government departments
that are almost always available free of charge. Lists of such materials are
included in the further references section.
Using the resources of a training provider
If you are using this learning guide as part of a course of study in which
you are enrolled, then your teacher will be able to direct you to a range of
resources available. These will include books, journals and databases available
in the college library. As an enrolled student you will also receive help to
complete learning and assessment tasks and will be able to participate in
discussions with teachers and fellow students.
If you are an enrolled student but do not yet have access to a suitable
volunteer involving organisation, your teachers will be able to help you with this.
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Using case study data
You can access material on many volunteer organisations via the Internet and
by directly mailing/emailing organisations. A good place to start an Internet
search is on the Volunteering Australia web site:
http://www.volunteeringaustralia.org/index.html
You can also use a search engine to find specific organisations, or to browse
the sites that are available via a general search. For example, if you are using
the Google search engine (http://www.google.com.au/) you can just type in
‘volunteers’ or ‘volunteering associations’ to receive a list of thousands of sites
and references.
Working with colleagues and friends
This may include talking to fellow volunteers who have experience in
leadership positions. Work colleagues, family members, friends, neighbours
and other members of your community may also have ideas, experience and
contacts that will be useful to you.
Often you will find that people who have reflected on their own experiences
can provide you with valuable practical advice that might otherwise take
some time to find in a written resource. It is however, always wise to check
your sources and not to rely solely on one source of information and advice.
Observation and practice
One of the essential resources for using this learning guide is access to an
organisation where you can observe how people in leadership positions
operate. While you can learn a lot by reading authoritative sources, there is
no substitute for seeing what happens in a real life situation.
And once you have had the experience of observing others in action, the best
way to develop your own skills and knowledge is to put them into practice.
Make sure you keep a record of any activities you participate in and/or organise and of your own
reflective comments
These notes will be a vital resource for you in the future in your work as a volunteer and perhaps
in the paid work force.
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About the learning model for this unit of study
This learning guide has been designed to support two broad study options:
First, the learner may choose to work through the materials at their own
pace, with the support of a coach and/or associates with relevant experience
in volunteer involving organisations.
Secondly the learner may choose to enrol as a student in a Registered
Training Organisation, in which case this learning guide can be used by
the learner as an additional resource, and by the teacher/trainer to support
classroom based learning.
If you are a teacher or trainer, you will already be familiar with the options
available to you in using this learning guide. If you have been asked by the
learner to act as a coach you may find the following suggestions useful.
Tips for coaches
Being a coach to someone who is using this learning guide to develop their
skills and knowledge about volunteering involves using your own experience
to help the learner to work through learning activities. There are no hard
and fast rules about being a coach; it all comes down to what suits you and
the learner. The most important aspects of coaching involve establishing
a positive and supportive relationship with the learner and being able to
communicate freely about the relevant areas of skill and knowledge.
The most important attributes for a coach to possess are good listening
skills, the capacity to ask questions, a positive and encouraging attitude and a
general knowledge of the area of learning.
You do not need to be an expert! You may find that you are unable to answer
a question posed by the learner you are working with. However, when/if this
is the case, you will probably be able to help the learner find the answer, by
referring them to someone else or to the relevant information in a library or
on the Internet.
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Below is a list of the sort of strategies a coach may use:
Get to know about the learner’s interest in the area they have chosen to
study;
Use a range of questioning techniques to guide the learner towards
the ideas and answers they are searching for rather than directing the
learning
Put yourself in the learner’s shoes; ask yourself what you would find
helpful
Be encouraging and non-judgmental; remember your role is to help
– you do not have to assess the learner’s capabilities
Help the learner to plan their learning; you don’t need to be a qualified
teacher to do this – your own experience as a work based learner will
have provided you with planning skills
Avoid the temptation to step in and do it for the learner
Encourage the learner to self-assess and to reflect on their learning
Where to start
If you have agreed to take on the role of coach, the best place to start is by
talking to the learner and reaching an agreement on how the coaching/
learning relationship should work. This may include agreeing on times to
meet, strategies for maintaining contact – for example by email or a catch up
phone call. You may both decide that the best strategy is for the learner to
make contact when they need help, in which case you will need to set some
parameters as to how often is reasonable, when suits you best and how much
time you can afford to commit to the project.
The next thing to do is familiarize yourself with this learning guide. You
might decide to work through a topic with the learner to see that you share a
general understanding of how you can work together.
Where to go for further help
There are numerous sites on the Internet that provide tips for coaches and
mentors, a sample of which are listed below. You may also wish to contact an
RTO in your area to see whether they offer workshops and training programs
in coaching skills
http://www.coachingnetwork.org.uk/ (Go to “Resource Centre” for further
information about being a coach)
http://www.veac.org.au/tchment.html
http://www.aimqld.com.au/career/coaching.htm
http://www.wit.org.au/projects/mentoring/mentorkit/Tips.html
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Section Two: Learning materials
Glossary of terms
Volunteering terminology
The following quote from Volunteering Australia explains what the term
‘volunteering’ means:
Formal volunteering is an activity which takes place through not-for-profit
organisations or projects and is undertaken:
to be of benefit to the community and the volunteer;
of the volunteer’s own free will and without coercion;
for no financial payment; and
in designated volunteer positions only.
http://www.volunteeringaustralia.org/sheets/definition.html
There are two key terms used to describe the organisations in which a
volunteer may work:
A volunteer involving organisation, or
A not-for-profit organisation
These two terms essentially mean the same thing according to the definition
of volunteering on the Volunteering Australia web site:
Volunteering is an activity performed in the not-for-profit sector only
The term volunteer involving organisation is used to differentiate between
those not-for-profit organisations that involve volunteers in their activities
from those which only employ paid staff.
In this learning guide we have used the term ‘not-for-profit’ organisation in
most cases, because it is the more widely known term, but we do also refer to
volunteer involving organisations when appropriate.
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LEARNING ACTIVITY 1
Getting started
There are two parts to this learning activity
Setting up a learning system
Assessing your current skills in, and knowledge about, leadership.
Setting up a learning system
Organising a work book
A work book can be used to take notes as you collect information and to
record the learning activities you complete.
It is a good idea to use a ring binder as a work book so that you can insert
pages and other resources (plastic sleeves with punched holes can be useful
for this purpose).
Your work book can also be your record keeping system (see below). If so it is
a good idea to have a contents page that you update as you go. When you add
completed activities to the work book, label the activity with the name and
number in the learning guide.
Keeping a record of your work
In the introduction to this guide we talked about collecting evidence of
competency in case you wish to apply for recognition. If you keep a record
of the activities you complete in this learning guide they can be included in a
portfolio of evidence.
The other reason for keeping a record of your learning is as resource for your
volunteering work in the organisation.
You may decide to keep completed activities and resources including
definitions of terminology, checklists and tables and contact lists.
You may set up a manual record-keeping system in a ring binder or series
of manila folders. You could set up an electronic record system using the
indexing system of your computer such as Windows Explorer, or a database
management program such as Excel.
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18 Section Two: Learning materials
What about a journal?
You may also want to keep a reflective journal. This might include ideas,
thoughts about issues you encounter or records of discussions with friends
and others who support your learning. If you do decide to embark on a
journal, get yourself a smallish notebook that you can carry about with you to
meetings and other events.
Dedicated journal writers also emphasise that it is important to have a
notebook you enjoy writing in such as a drawing pad or something that
distinguishes it from other notes. The important thing is to choose whatever
suits your own needs
The term volunteer involving organisation is used to differentiate between
those not-for-profit organisations that involve volunteers in their activities
from those which only employ paid staff.
In this learning guide we have used the term ‘not-for-profit’ organisation in
most cases, because it is the more widely known term, but we do also refer to
volunteer involving organisations when appropriate.
Setting up a contact list
In Section One we made the point that there are two essential resources
for learning using this guide – access to a library and to a not-for-profit
organisation. You may already have both of these in hand, but if not, now is
the time to get organised.
First, locate your organisation. Using the suggestions in Section One, find
the name and contact details for the president, chairperson or secretary and
make contact in person or by phone, email or mail. Ask if they might be able
to help you and/or that they suggest someone else who can. Activity 2 will
help you to do this.
You may decide to ask more than one person and organisation to help. This
way, you may get the opportunity to attend more than one Board meeting
and see how different organisations interpret the rules of incorporation to
suit their own needs.
If you are working with a small group of other volunteers to learn about
providing leadership in the workplace, you may decide to pool your
resources, including people who are willing to help.
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As you find suitable sources of support, record their contact details and keep
this as part of your record of learning.
Finding a library or other collection of resources
If you have a local library and have not been there, take a visit and check
whether they have any resources that may be useful. If in doubt ask the
librarian on duty – they will know where to look and how to go about getting
books from other libraries.
Other possible collections of resources include the Internet, local not-for-
profit organisations, Volunteering Australia and your state volunteering
association – see Section Three for addresses.
When you have found one or more sources of resources put the details in
your contact list.
When you have completed these activities you should have the following
resources ready to go:
A work book or folder;
Somewhere to record and store resources, notes, completed learning
activities and other forms of evidence of competency;
A copy of the glossary;
A template for adding terms to the glossary, and
A contact list and template for adding contacts.
Now work through the self-assessment activity on the following page so you
can decide on topics you wish to study.
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2. Assessing your current skills and knowledge about leadership in the
workplace
If you worked within not-for-profit organisations of one sort or another there
is a good chance you already know something about leadership. You may
have been in a leadership position in your current – or other - organisation.
No doubt, you have at least experienced the leadership of others.
So first, check your current skills and knowledge. All you have to do is fill in
the table by:
(i) Ticking either 1,2 or 3 in the column headed “How well can you do this?”
using the following key:
1 = I feel quite confident that I can always do this
2 = I might sometimes need a small amount of help
3 = I have no experience in this area
(ii) If you have answered ‘1’ or ‘2’ to one or more questions, then think
about whether you have any evidence that you can perform these tasks. If so,
complete column 3 by making a note of the evidence you have collected.
NOTE 1
Evidence can be in the form of a document – you may have records from
previous work, for example:
Reports you have written
Notes from phone conversations
Logbooks or diary entries
You may be able to get someone to write a report on your competency
(this is called third party evidence).
You can also collect evidence by showing someone what you can do.
You can also collect evidence by showing someone what you can do.
NOTE 2:
There is an example of a completed self-assessment exercise in appendix
one of this guide.
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Self-assessment: (BSXFMI402A) Provide leadership in the workplace
NAME
DATE
NAME OF ORGANISATION (if applicable)
Key to completing columns 1,2 and 3:
1 = I feel quite confident that I can always do this
2 = I might sometimes need some help
3 = I have no experience in this area
Model high standards of management performance
Can you/do you know how to …? How well can you
do this?
What evidence do you have
to demonstrate this?
1 2 3
Develop and implement performance
plans according to organisational goals
and objectives.
Develop key performance indicators
within team and organisation business
plans.
Perform to meet your organisation’s
requirements.
Serve as a positive role model to
others through your performance.
Enhance the organisation’s image
Can you/do you know how to …? How well can you
do this?
What evidence do you have
to demonstrate this?
1 2 3
Apply the organisation’s standards and
values when conducting business.
Question behaviour and values that
damage the organisation’s image
and do this through established
communication channels.
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Contribute to the organisation’s
integrity and credibility through your
own performance.
Influence individuals and teams positively
Can you/do you know how to …? How well can you
do this?
What evidence do you have
to demonstrate this?
1 2 3
Communicate expectations, roles
and responsibilities in such a way
that encourages individuals to take
responsibility for their work.
Encourage, value and reward
individual and team efforts.
Ensure that ideas and information are
accepted and supported by colleagues.
Make informed decisions
Can you/do you know how to …? How well can you
do this?
4. What evidence do you
have to demonstrate this?
1 2 3
Gather and organise information
relevant to the issues.
Facilitate active participation from
individuals and teams in the decision
making process..
Examine options and assess risks to
determine preferred courses of action.
Plans to implement decisions are
prepared and agreed by relevant
individuals/teams
Plan implementation of decisions
and ensure agreement of the plan by
relevant people.
Use feedback processes to monitor
the implementation and impact of
decisions.
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How did you go?
For questions where you have ticked column 1 AND have also been
able to say what sort of evidence you could provide to demonstrate your
skills and knowledge, you may wish to skip the associated topics in the
learning guide – at least initially.
Where you have ticked column 2, then you have some knowledge of and
skills in the area so you might want to read over the topics to refresh your
memory then see how you go on the assessment activities.
If there are questions about the providing leadership in the workplace
to which you have ticked column 3, then these are the topics you should
concentrate on in the following learning materials.
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LEARNING ACTIVITY 2
Finding out about a not-for-profit organisation
For this activity you will need to document some basic information about
the not-for-profit organisation that you will use as a case study for this unit.
Most of the activities in this unit ask you to apply what you have learned to
an organisation.
You can choose an organisation from a number of options:
Use the organisation you work with
Find an organisation on the Internet or through a local community
directory
Ask a friend or colleague who is a volunteer and who can introduce you
to the organisation they volunteer with
Answer the following questions and record your answers in your journal or
record book
What is the name of the organisation?
What does the organisation do – what are its goals and objectives?
How long has the organisation existed? Has its role stayed the same
or has it taken on new functions over time as needs and interests have
changed?
What is the legal status of the organisation. For example, is it an
incorporated association or a not-for-profit company?
Where does the organisation get its funding from?
How many Board members are there and how did they become
members?
How many office bearers are there?
How many paid staff are there?
How many volunteer staff are there?
If you get the information about an organisation from a web site or
information booklet you might make contact with the nominated contact
person to check that your answers are correct.
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Topic 1: What is good leadership?
QUESTION 1
Before commencing this topic you should reflect on what makes a good
leader from the point of view of an organisation and from that of an
individual worker in the organisation. What good leader have you worked
with. What bad leaders? What do you think is the essential quality(s) of a
good leader?
1.1 Principles of good leadership
The National Council of Social Services provides the following guidelines for
effective leadership in a not-for-profit organisation
Provides leadership, direction and guidance to the organisation by:
Creating and conveying a clear vision on the future direction
Initiating and driving through change and managing that process
perceptively
Taking final responsibility for the actions of the team
Establishing and communicating clear standards and expectations
Demonstrating resilience, stamina and reliability under heavy pressure
Demonstrating the high standards of integrity, honesty and fairness
Choosing between options, taking into account the long term
consequences
Facilitates meetings and group discussions by:
Choosing methods of communication most likely to secure effective
results
Encouraging creative thinking of others
Maintains effective networks by:
Knowing how to find and use other sources of expertise
Applying best practice in dealings with other organisations
Effectively represents the organisation by:
Taking a firm stance when circumstances warrant
Effectively negotiating deals
Communicating in a concise and persuasive manner
Manages risk and resolves conflict within the organisation and between the organisation and
other parties by:
Acting decisively after having assessed the situation
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Understands and articulates the context in which the service operates by:
Understanding parliamentary and political processes and how to operate
within them
Promotes the organisation by:
Establishing a profile for the service and marketing that service
Demonstrating presentational and media skills
Designs and implements a promotional strategy by:
Choosing the methods of communication most likely to secure effective
results
Models organisational relationships based on trust and respect for all stakeholder
groups by:
Being visible, approachable and earning respect
Inspiring and showing loyalty
Taking steps to building trust, demonstrating high morals and being co-
operative
Communicating effectively with the Chair and Board members
Provides leadership that engenders a collective sense of identity and purpose of
direction by:
Carrying forward decisions of the Board and managing relationships
between staff and Board.
Manages and improves the performance of individuals and teams by:
Building a high performing team
Addressing poor performance
Supports and develops staff by:
Consulting staff/volunteers and identifying training needs in order to
develop their full potential
Seeking face to face contact and responding to feedback from staff
Develops effective leadership roles by:
Delegating decisions appropriately, making best use of skills and
resources within the team and outside the team.
(Adapted from NCOSS Management Support Unit Fact Sheet No 7 Qualities of Good Leadership Available
at: http://www.ncoss.org.au/projects/msu/downloads/factsheet07.pdf)
The list of qualities produced by NCOSS may appear quite daunting, but
many people with a broad range of life and work experiences will be able to
demonstrate most of these to some degree. Everyone will be able to identify
someone they know who can demonstrate one or more of these qualities to
a high standard. Not all of these qualities are covered in this unit. Here we
focus on five aspects of leadership:
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Leading and managing from within the legal and regulatory environment
of your organisation i.e. understanding and articulating the context in
which the service operates
Performance management i.e. managing and improving the performance
of individuals and teams
Communicating and influencing, skills that underpin all the capabilities
listed above
Enhancing the image of the organisation
Facilitating decision making
LEARNING ACTIVITY 3
Assessing your leadership qualities and identifying organisational
expectations
1) Consider the list of capabilities developed by NCOSS (see list on the
following page) and for each capability, identify any experiences that you
have had that contribute to your development of this capability. Then identify
someone who is an appropriate role model for each capability. You may be
able to use one of these role models as a coach for this unit.
2) Complete the table by listing your own experience in each area of
capability and, where possible identifying a role model. (NOTE: The same
person may be a role model for a number of capabilities)
3) When you have completed this activity review the table with a
member of the Board or the whole Board and clarify with them what their
expectations are of you as a leader. Use the capabilities as a checklist for
this discussion and at the conclusion draw up a list of the organisation’s
expectations of you. As a consequence of this activity there may need to be
amendments made to your position description.
Keeping a record of your work
Keep a copy of your work in your journal or record book as you may be able
to use this work and feedback towards assessment and formal recognition of
competency.
NOTE TO COACH
When assisting the learner with this activity it is important that each of
the capabilities is properly understood and that you both have a common
meanings appropriate to your organisation.
1.
2.
3.
4.
5.
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Capabilities and Role Models
Capability My experience Specific examples where
I have demonstrated
this capability
A role model for this
capability
Provides leadership,
direction and guidance to
the organisation
Facilitates meetings and
group discussions
Maintains effective
networks
Effectively represents the
organisation
Manages risk and resolves
conflict within the
organisation and between
the organisation and other
parties
Understands and
articulates the context in
which the service operates
Designs and implements a
promotional strategy
Models organisational
relationships based on
trust and respect for all
stakeholder groups
Provides leadership that
engenders a collective
sense of identity and
purpose of direction
Manages and improves the
performance of individuals
and teams
Supports and develops
staff
Develops effective
leadership roles
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1.2 The legislative context for leadership in a not-for-profit organisation
Federal and state laws
Your organization will be subject to both federal and state laws. Lots of
organizations are subject to many of the same laws, but specific laws apply
depending on the sector in which the organization works. Youth Sporting
Clubs, for example, will be subject to laws about the protection of children
and duty of care whereas emergency services organizations will have
extremely strict guidelines that are associated with various occupational
health and safety acts.
An organization such as the Salvation Army, for example, is subject to many
areas of law and regulation because of the breadth of its programs. These
include laws and regulations associated with:
Aged care services
Alcoholism and Drug Addiction Detoxification services
Business regulations governing Family Stores
Child and adolescent services
Counselling services
Crisis accommodation services
Disability services
Drug and alcohol programs
Employment training programs
Family Housing programs
Fundraising
Health information services
Homeless shelters
Intellectual disability services
Migrant services
Privacy
Youth crisis and support services
(See http://www.salvationarmy.org.au/students/society.asp)
There are laws and regulations that apply to any organization no matter what
its business is. These include:
State occupational health and safety laws and regulations
Laws and regulations on employment
Human rights legislation
The privacy acts of federal and state governments
State laws on the legal entity of your organization whether it is an
incorporated association or a company limited by liability.
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GLD Inc: an example of the application of the legal framework to a not-for-profit organisation
Global Leadership Development (GLD Inc) has just recently incorporated as a not-for-profit
organization in Queensland. They provide educational services to young Australian leaders,
including an annual intensive training program, state based workshops, speakers to schools, advice
to the commonwealth government and leadership training resources. They plan to hold the first
international annual intensive training program in October 2005. They have a paying membership
57 (and growing) and a working Board of six. With membership fees, government grants and fees
for national and state programs they have an annual turnover of $4.2 million. Their investigations
into the laws that affect them revealed that there was much work to be done to protect themselves.
They sought out a solicitor who joined as a member and who took up a legal advisory role. They
also realized how critical the services of an experienced accountant were.
Of immediate concern for them were the rules around the establishment and operation of an
incorporated association. Although there are benefits to be gained from incorporation, there
are also obligations and limitations. Incorporation required the payment of application fees,
obliged the association to be audited annually and lodge annual financial returns, required that
the association comply with the provisions of the Associations Incorporation Act regarding the
running of the association and in the case of GDL, to hold a public liability insurance policy.
The Board of GDL was also interested in leasing a shop as their office and checked the Retail
Leases Act which set out certain minimum requirements of the lessee. In the process of developing
the training program they needed to ensure that they were not infringing copyright and wanted
to claim copyright on some of the materials and ideas that they were developing themselves.
In setting up the office they referred to the new state government strategy associated with the
Workplace Heath and Safety Act and developed their own OHS guidelines for the office. The
Board decided it was wise to develop a dispute resolution procedure, to conform to a code of
practice for dealing with clients and a guiding set of principles for the organization in general. In
developing these they referred to a number of federal acts:
Disability Discrimination Act 1992
Equal Employment Opportunity Act 1987
Equal Employment for Women in the Workplace 1989
Sex Discrimination Act 1984
Racial Discrimination Act 1975
Their accountant guided the Board through the complexities of
taxation law, especially in regards to transactions that occur between
the not-for-profit organization and their volunteers.
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LEARNING ACTIVITY 4
From law to organisational policy and procedures
This activity is a small project which will be of benefit to the organization you
volunteer for or are using as a case study. Before going ahead with the project
discuss it with your supervisor, your contact in the organization or the Board
and with them, amend it so that it suits the organisation’s needs.
1. Use the case study as a guide for identifying the federal and state
legislation that affects your organization. Consult with other members of the
organization, colleagues, manager or Board members to draw up a full list of
the legislation.
2. Then choose three pieces of legislation and draw up a table naming the
relevant legislation, identifying its key elements, whether and how your
organization is at risk in not meeting the legislative requirements and identify
strategies to reduce risk. A sample has been provided. Given we focus more
closely on the Privacy Act in a later section of this unit, leave that out for the
purposes of this exercise.
You can find copies of the legislation or fact sheets about legislation on the
Internet. If you don’t have access to the Internet, your local library will have
access.
Information on state laws at: http://www.law4u.com.au/
The law portal: http://www.lawportal.com.au/full_screen.asp also lists all acts
including federal
Australia Law Online at: http://law.gov.au/portal/auslawonline.nsf/
Home?ReadForm provides fact sheets as does Aussie Legal at: www.
aussielegal.com.au
It may be useful to have some idea of what legislation looks like and what
topics it covers. There is easy access to the actual legislation through “Law
Map” at: http://www.lawmap.com.au/ Click on law topics and scroll down to
the area you are interested in, for example, Human Rights and then a page
will open up with a list of Australian and international laws, for example, the
Federal Disability Discrimination Act of 1992. Click on “act” and you are
taken to the actual act itself.
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Name and date of the
Act or legislation
Key elements of the
Act that affect us
How we are at risk Strategies to address
risk
1.
2.
3.
3. Take one of the Acts that you analysed in part 1 of this activity.
a) Find the policies in your organization that relate to this Act.
b) Read the policies and review them by comparing the policies with the
requirements of the Act.
c) Make recommendations for changes to the policies so that they fully
comply with the requirements of the Act.
d) Review the procedures that are associated with these policies and make
recommendations to improve them so that they also comply fully with the
Act.
e) Finally, check that all instructional or procedural documents are clear and
easily understood. Make any changes to address lack of clarity.
Keeping a record of your work
Keep a copy of your work in your journal or record book as you may be able
to use this work and feedback towards assessment and formal recognition of
competency.
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Topic 2: Modelling high standards of performance management
As a leader in an organisation you are expected to demonstrate high
standards of management performance to facilitate the achievement of
the organisation’s strategic goals and objectives (usually documented in a
strategic plan or business plan). This will involve you in a systematic process
called performance management.
2.1 What is performance management?
Performance management is a systematic process for planning, implementing
and monitoring how well an organisation - and therefore its people - are
performing in terms of achieving goals, outcomes and targets. Performance
management applies to the organisation as a whole, to its teams, departments
or units and the individual.
Key points about performance management are:
It is a systematic process
Everyone concerned should be involved in the process
Results are measurable
Information gathered when monitoring performance is used to make
improvements
Information gathered on performance is used to make decisions and
future plans
Communication is critical
Communication of performance enables learning
Personnel are recognised for excellence in performance
An individual’s performance plan is derived from the organisation’s strategic
plan which will usually contain mission, vision, values, and goals for the
next 3-5 years. The planning cycle begins with the strategic plan and out
of this is developed a business plan or implementation plan that details the
activities and priorities for the next year. On the basis of the business plan,
organisational units or teams detail what they will be doing to achieve the
business plan and develop a team or unit plan. In small organisations, the
business plan will be sufficient on its own rather than being broken down
further. Finally, individual staff will establish performance plans or work
plans.
So, performance planning typically occurs within four plans:
Strategic plan. Performance requirements over the next 3-5 years
Business plan. Performance priorities for the next year
Division/department/team plan. The role of these entities in achieving
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the goals in the business plan.
Individual performance plans. What each person (staff and manager and
Board members) will achieve in the next year.
LEARNING ACTIVITY 5
Reviewing organisational strategic and business plans
To complete this activity you will need to have access to a not-for-profit
organisation other than your own and also obtain a copy of your own
organisation’s business plan.
Your own organisation may be able to introduce you to other organisations.
If not you can find examples on the Internet. A good place to start is the
Volunteering Australia (VA) website or your own state site (there is a link
from VA to each state site)
http://www.volunteeringaustralia.org/
You can also use Google or another search engine: Type in “Business Plans”
and “not-for-profit organisations” in the advanced search facility to find lists
of relevant sites (this is also a good way to practice your Internet research
skills).
1. Ask your coach to help you to read and compare the two business plans
and to answer the following questions
a) What information is provided in the plans?
b) Is the information provided clear and easy to understand?
c) Can you and your coach identify anything that should be in the plan that is
missing?
d) What do think of the way the plans are formatted and presented?
2. Take notes of the two business plans in your workbook under the following
headings:
Organisational goals and objectives
Major programs related to each goal/objective
Key performance criteria for each program
3. Do you think the business plans effectively express the organisations’ goals
4.
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and objectives and the way these will be realised?
4. If you can think of more effective ways to realise goals and/or to present
the plan, draft these as recommendations that could be provided to the
organisations.
Reviewing your work
Ask your coach to check the conclusions you have drawn and to provide
advice on any additional or alternative points you might make
Keeping a record of your work
Keep a copy of your work in your journal or record book as you may be able
to use this work and feedback towards assessment and formal recognition of
competency.
2.2 Understanding and assessing your own performance
In order to be able to manage the performance of others it is critical that your
own performance sets the standard you want others to follow. As a manager
you can be a role model for a high standard of work practice to your team
and/or staff. You need to be very clear about what the organisation expects of
you and how your success is measured.
In the following activity you will review your own performance, including
your standard of performance and how you measure that standard using
critical success factors, measures and targets.
LEARNING ACTIVITY 6
Establishing and assessing your own performance
To begin this activity, answer the following questions in your journal or
notebook. Discuss your answers with a colleague.
Who are my clients?
Are my clients satisfied with my performance?
Are my management and work practices good enough?
Are the values and capabilities of my team or staff suitable for what I
need to achieve?
Am I assisting the organisation to perform sustainably?
Who are the organisation’s stakeholders?
Are my stakeholders satisfied with my performance?
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Is my team or staff capable of improving their performance and
innovating?
Having reflected on the elements of your performance you can now move
on to a more analytical process that assists you to develop a performance
standard for yourself.
You will take the following elements of your work/management performance:
Client satisfaction
Management and work practices
Team and staff performance
Organisational sustainability
Stakeholder satisfaction
Improvement and innovation.
For each of these you will identify what would show to you or provide
evidence that you have been successful (critical success factors), how you
would measure each of these and what improvement targets you actually have
for each.
When you have completed these, show your work to a colleague or Board
member and discuss your answers with them. Reach agreement about what is
reasonable for your performance standard.
What do your clients expect of you?
What does your team expect of you?
How does the organisation expect me to contribute to its sustainability?
What do the organisation’s stakeholders require of me?
What does the organisation expect of me and my team with regards to
improvement and innovation?
Arrange for someone to be a coach for you over the next three months.
Set regular meeting times. At the meetings review your performance against
the standards you set yourself here. Discuss any issues you encounter and
identify steps to resolving these.
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2.3 Establishing work or performance plans
Managing the performance of others has three stages:
Planning the performance requirements and documenting these as a
work plan
Monitoring their performance
Providing support and where necessary, coaching for the individual to
perform to the standard expected.
The two major inputs into the development of an individual work plan are
the organisational (or unit/team) business plan and the individual’s position
or job description.
Checklist for developing a work or performance plan:
Clarify the role of the individual person by referring to their job
description
Confirm that they have the skills and knowledge to perform this role. If
not, discuss and arrange for skill development.
Review the organisation’s strategic or business plan with the individual
and together identify those parts of the plan that the person can
undertake within the parameters of their job role (this may be a team or
unit activity)
Identify opportunities for learning and development
In a work or performance plan identify for each person:
- Tasks or projects or results to be achieved and by when
- The key performance standards and measures they are expected
to maintain
- The performance review process and dates
- Learning and development plan required to achieve the results
- How the manager or supervisor will specifically assist them
- Space for comment by individual and/or manager of the person’s
achievements
‘Performance standards’ are particular values or characteristics used to
measure output or outcome, for example, a team member may be expected
to increase the number of ethnic groups who engage with the organisation.
The performance indicator is ‘increase in the number of ethnic groups who
engage with the organisation’ and the measure will be a particular number or
percentage increase.
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QUESTION 2
What are the range of available learning and development methods that you
can encourage your team members or staff to undertake to improve their
competence?
LEARNING ACTIVITY 7
Your organisation’s work and performance plans
Review the template your organisation uses for negotiating and documenting
work plans. Does it cover all the items in the checklist above? Are there
additional items? Is it clearly formatted, easy to fill in and easy to read?
Where are work plans stored? What privacy and confidentiality protocols
cover work plans? Make any recommendations for improvement to the work
plan and present these to the management and/or Board for feedback and
amendment.
If your organisation does not have work plans, discuss the advantage of
having them with the Board. Volunteers are entitled to have clearly written
job descriptions and to know the scope of their accountability. Work
planning will assist the individual and the organisation to achieve more
effective performance.
Reviewing your work
Ask your coach to check your work and to provide advice on any additional
or alternative points you might make
Keeping a record of your work
Keep a copy of your work in your journal or record book as you may be able
to use this work and feedback towards assessment and formal recognition of
competency.
NOTE TO COACH
As this activity may create change within the organisation, it is important
that you guide the learner in a way that only reflects positively on the
leaner and is not disruptive to their progress.
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Conducting a performance review
Performance reviews are scheduled in the individual work or performance
plan. They are usually conducted one on one and in private although in some
small not-for-profit organisations the review may be with all of those on staff
and/or on the Board. As a guide, set aside one hour for a performance review.
Create a positive and friendly environment for the meeting.
Checklist for conducting a performance review
Before the meeting
Read through the individual work plan and note what has been achieved
and anything that has not
Re-read the business plan so that you are familiar with the context of the
individual performance
Make a note of any issues or problems associated with this person’s
performance and identify strategies for dealing with these
Remind yourself of the critical communication skills of active listening,
establishing rapport, open questioning and responding constructively.
Think of yourself as a coach as much as a manager (see Topic 2).
Make sure that you have all the paperwork you need and make extra
copies for the person just in case they have not brought theirs along.
Set an agenda.
At the meeting
Welcome the person, outline the purpose of the meeting, describe the
process, identify what happens with any information, ideas or outcomes
generated by the discussion and seek their agreement on the agenda.
Congratulate them on their work to date and find some specific
achievements to acknowledge.
Ask them how they think they are performing against their workplan.
Encourage them to identify positives and negatives and to be concrete.
Go systematically through the plan. Clarify and question, but listen most
of all.
Describe any evidence of non performance that you have and seek
clarification and agreement from the individual that this is the case.
Collect the facts.
Use problem solving to address any issues of non performance and
document any agreements reached.
Document any changes and additions to the work plan and have them
signed off.
1.
2.
3.
4.
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6.
1.
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After the meeting
Ensure that the individual has a copy of the amended plan.
File the plan according to privacy protocols.
Follow through on any actions you may have agreed to take.
LEARNING ACTIVITY 8
Skills for conducting a performance review
1. Read through the 15 items on the checklist for conducting a performance
review on the previous page and work out the main areas of skill and
knowledge you would need to conduct a review.
2. List the skills and knowledge in the table below
Area of performance review skill and knowledge
Self assessment of my own skill &
knowledge base
High Sufficient Low
(e.g.) Planning skills including organising a meeting
agenda and agenda papers (Before the meeting, items
1,2,5,6)
(e.g.) Communication skills including active listening,
coaching, establishing rapport (Before the meeting,
item 5)
3. Clarify and confirm your self-assessment with a colleague, coach or
mentor.
4. For each skill that you judged as insufficient, identify a strategy for
improvement, such as coaching, observation of an expert, training or reading
resources or a combination of these. Identify when you will undertake the
improvement strategy and seek support from a colleague who can act as a
coach. You can set this up as an action plan.
1.
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Skill to be
developed
Improvement
strategies
When Supported by Nature of support
Keeping a record of your work
Keep a copy of your work in your journal or record book as you may be able
to use this work and feedback towards assessment and formal recognition of
competency.
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Topic 3: Enhancing the image of the organisation
QUESTION 3
What do you think image means? How important is image to you, your
associates and you organisation?
Can you think of any times when a bad image has had bad consequences for
an individual or organisation?
3.1 Organisational values and standards
The organisation’s image will be derived from its values and mission and
will be enacted through the behaviour of the people who work for the
organisation. Many organisations have a code of ethics or code of conduct
that provides guidelines for the way its people are expected to behave.
Consider the following code of ethics for managers of volunteers from
Volunteering Queensland and with your coach or colleagues, identify the
values that underpin it.
A manager of volunteers will:
Agree to the definition of volunteering.
Uphold and work to the ‘Principles of Volunteering’.
Promote best practice volunteer management in their organisation.
Ensure that their organisation has a written policy on volunteer
involvement
Ensure that the volunteer policy is implemented and adhered to.
Ensure that the rights of volunteer staff are protected.
Value the worth and work of volunteers in positive and tangible ways.
Promote the broader volunteer movement.
Not replace paid with volunteer staff.
Not deploy volunteer staff in under resourced program areas.
Not deploy volunteer staff in positions vacated through industrial
dispute.
Work in a manner that demonstrates that all staff are valued equally.
Observe duty of care.
Value and respect the role of manager of volunteers.
Work to enhance and develop the role of managers of volunteers.
Work to ensure that volunteer services are adequately resourced.
Practice and observe high standards of confidentiality.
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LEARNING ACTIVITY 9
Investigating organisational values and practice
Your organisation may already have a statement of values, documented
standards, a code of ethics or code of conduct. If so you can go straight to the
second part of this activity.
1. Get hold of a copy of your organisation’s statement of values, documented
standards or code of ethics/conduct and read them carefully. In your journal
make a note of what they mean for your own work practice as a volunteer.
Draw up a personal code of ethics for yourself as a volunteer and leader.
2. If your organisation does not have any of the above, arrange to spend some
time with colleagues or Board members or suitable others in the organisation
to identify:
The values that your organisation stands for, and then
The behaviour or work practices that would form a code of ethics or code
of conduct (whichever is most appropriate)
Seek agreement from the relevant constituents of your organisation for
the values and code.
Check out the web site of the St James Ethics Centre for advice on developing
codes of ethics (www.ethics.org.au).
3. There are going to be times when behaviour is not in accordance with the
standards and values of the organisation. This part of the activity focuses on
occurrences of unethical behaviour that may occur from time to time in your
organisation.
Investigate the consequences of unethical behaviour in your organisation and
how ethical dilemmas are dealt with. Draw up a table which lists each code
of practice in the first column. Identify one example of behaviour that would
constitute unethical behaviour against this particular code. Then identify the
ways in which the organisation would deal with such unethical behaviour
including the appropriate communication channels. Finally, suggest a
strategy for ensuring ethical practice. This is a very good test of whether the
code is expressed succinctly and whether the organisation is serious about its
code of ethics. An example is provided below.
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Code Example of unethical
practice
How to deal with the
unethical practice for
this code, including
communication
channels
Strategy to ensure
ethical practice
The organisation
upholds and respects
a volunteer’s right to
privacy.
A volunteer’s name,
address and phone
number are given to
a marketing company
over the phone without
their permission.
Identify who gave the
information over the
phone and point out
to them that this is not
ethical practice.
If possible, contact the
marketing company
and have the name and
details removed from
their data base.
Apologise to the
volunteer publicly.
Have an annual review
at the December Board
and staff meeting of the
code of ethics. Discuss
the types of behaviour
that would constitute
unethical work practice
and the processes
for reporting and
addressing unethical
behaviour.
What formal processes does your organisation have in place for reporting
unethical practices? If there are no formal processes, it may be appropriate
for you as a leader to facilitate the development of these in consultation with
colleagues or Board members or suitable others in the organisation.
Keeping a record of your work
Keep a copy of your work in your journal or record book as you may be able
to use this work and feedback towards assessment and formal recognition of
competency.
3.2 Organisational image
All organisations will project an image of some sort even if they are not
particularly concerned about image. Most organisations want to project an
image of integrity and credibility. The espoused values of your organisation
are reflected in all manner of ways. Image can be conveyed by:
First impressions
Logos and slogans
The appearance and state of premise
The décor
The appearance of staff
The reception area
The welcome that visitors are given
Brochures, flyers and posters
Advertising
Newsletters and other publications
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The web site
Phone manner
The way staff engage with each other
The quality of client relationships
The quality of products and services
Your own performance.
LEARNING ACTIVITY 10
Your organisation’s image
Take five of the ways in which image can be conveyed (listed above) and
use the table to analyse the image being conveyed. An example has been
provided. If it is appropriate, present this to your supervisor, colleagues or
Board as a recommendation report. You may wish to discuss the presentation
with your coach first.
Ways of conveying
organisational
image
Purpose Format or
presentation
Impression created
– both good and
bad
Suggestions to
improve the way
the information is
presented
Profile of the
organisation
Convey mission
and goals of the
organisation
Page on our web
site
Shows that we
know what we are
on about, but it is
rather long winded
Edit the
information and
use bullet points
for each of the
goals; consider
including a photo
of some of our
activities with this
QUESTION 4
How does your own performance contributes to the overall performance
of the organisation? Can you think of specific situations that illustrate
your contribution to developing an organisation which has integrity and
credibility?
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ACTIVITY 11
This activity involves reviewing key elements of organisational values and
image to staff and clients
(a) Client satisfaction
List the most important success factors of client satisfaction (3-5)
Specify how you will measure these
Nominate the target you want to achieve
An example has been provided.
Critical success factors Measures Targets
Number of clients Growth in client numbers overall Growth of 15% per annum
Diversity of client groups Growth in overall numbers in
three target groups
15-19 year olds - 30%
Girls – 15%
Indigenous Australians – 4%
Client satisfaction Level of satisfaction (gathered
through survey)
80%
(b) Management and work practices
What performance indicators will show me whether my management
and work practices are effective?
What does the organisation require of me?
List the most important success factors (3-5)
Specify how you will measure these
Nominate the target you want to achieve.
Critical success factors Measures Targets
(c) Team performance
List the most important success factors of team performance (3-5)
Specify how you will measure these
Nominate the target you want to achieve.
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Critical success factors Measures Targets
(d) Organisational sustainability
List the most important success factors of organisational sustainability
(3-5)
Specify how you will measure these
Nominate the target you want to achieve.
Critical success factors Measures Targets
(e) Stakeholder satisfaction
List the most important success factors of stakeholder satisfaction (3-5)
Specify how you will measure these
Nominate the target you want to achieve.
Critical success factors Measures Targets
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(f ) Improvement and innovation.
List the most important success factors of improvement and satisfaction
(3-5)
Specify how you will measure these
Nominate the target you want to achieve.
Critical success factors Measures Targets
When you have completed this activity discuss your answers with your coach,
supervisor or director of the Board. Together you may make some changes to
what your have developed.
Keeping a record of your work
Keep a copy of your work in your journal or record book as you may be able
to use this work and feedback towards assessment and formal recognition of
competency.
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Topic 4: Communicating and influencing
QUESTION 5
Good communication and leadership go together. Before proceeding think
about good leaders in your community or in the wider world. Think about
sports leaders, politicians, civic leaders etc.. What are the qualities you most
admire. What are these leaders most admired for by the general community?
Perhaps the primary capability for an influential leader is their ability to
communicate effectively.
A good leader:
Is able to build rapport
Listens carefully and responds appropriately
Provides constructive feedback
Asks questions that encourage expansion and creativity
Building rapport
By ‘rapport’ we mean establishing a harmonious connection with someone
over a period of time.
Strategies for building rapport.
Check the other person’s name and use it correctly
Remember their name and use it next time you meet
Take a genuine interest in the other person
Listen for points of common interest
Listen to their story
Share stories of your own without dominating
Be empathetic
Take the opportunity to meet again informally
Demonstrate trustworthiness through follow up
Encourage humour and laughter as appropriate
Listening, responding and feedback
By listening, we do not mean simply hearing the words that someone says to
you. Listening certainly involves hearing, but it is a far more active process
than that. It involves the listener in participating — hearing the words,
understanding the meaning and providing feedback. This is called active
listening.
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An active listener:
Faces the speaker and maintains their full attention on what the speaker
is saying
Keeps regular eye contact with the speaker (looking away sometimes so
as not to create discomfort by staring)
Uses silence constructively, waiting until the speaker has completed their
thought
Does not constantly interrupt the speaker
Notes the words used by the speaker and the feelings behind them
Gives nonverbal cues — nods of encouragement, ‘Mm’ and ‘Uh-huh’
Follows up with clarifying and expanding questions relevant to what has
been said.
We do not always listen effectively. Sometimes we become distracted or our
minds wander. We allow our own interests or concerns to get in the way of
concentrating on what the other person is saying.
There are six typical blocks to effective listening. These are:
1. Rehearsing
Working out in your own mind what you are going to say next.
2. Anticipating
Anticipating what the other person is going to say next rather than focusing
on what they are presently saying.
3. Day-dreaming
Allowing what you hear to trigger your own thoughts, imaginings or day
dreams.
4. Pre-judging the person as not worth listening to
Filtering what the other person is saying through your own similar
experience, sometimes comparing their experience with yours.
5. Derailing
Changing the subject so that you talk about what you are interested in (and
sometimes interrupting to do this).
6. Interrupting
Listen to the first few sentences only, then cutting in with advice, solutions,
your comparable experience or ‘yes, but…’.
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There are a number of ways to respond to someone when in conversation or
in a more structured situation such as basic counselling or interviewing.
Clarify meaning when you do not understand
Use a neutral response like ‘Uha…’ to encourage the speaker without
leading them
Simply remain silent and give the speaker time to think
Build on a statement that the speaker makes
Repeat a question if it is not being answered
Query inconsistencies
Confirm feelings
Constructive feedback is:
Requested or suggested, not imposed
Carefully thought through
Appropriate to the situation
Properly timed i.e. as soon as possible after the event
Describes the behaviour (not the personality) quite specifically
Focuses on behaviour that can be changed or modified
Identifies strategies and support for change
Reviews progress
Questioning
There are three types of questions that can be used depending on the type
of information we require or the type of communication process we want to
engage in.
(a) Closed questions
These are questions designed to obtain specific, factual information.
Do you have a copy of our Privacy Policy?
Have we finished the procedures we established for safety audits?
What is the deadline for this project?
(b) Open questions
These are exploratory questions designed to give the person answering an
opportunity to explain clearly and in detail about something that could
be quite complex. ‘How’ and ‘what’ can be useful starting words for open
questions?
Bruce, what are the major steps the team will need to go through to
understand how that process works?
How are we going to deal with this issue?
What does this mean for the team’s project?
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Open questions could also be used to give people an opportunity to think out
loud about ideas without getting too specific. Using only closed questions will
result in an unproductive conversation. Open questions generate far more
information.
(c) Hypothetical questions
These questions set a scene that could happen and give people an
opportunity to answer as if it had happened. They can also be an excellent
way of engaging people’s imagination in developing creative solutions.
If we take the example of... what would happen if...
If you had a phone call from that client saying ... what action do you
think would be appropriate?
If you were asked to recommend a new system of recording referrals,
what would you suggest that was the most effective?
(d) Useful triggers for discussion
Could you explain what you mean by....
Can you give an example of that?
So, what would happen if....?
Tell us more about why that wouldn’t work?
What’s the difference between ...?
How would you go about doing that?
Why would it be important to do that first?
LEARNING ACTIVITY12
Influencing and communication to individuals and teams
Arrange to have a meeting with your team or colleagues to review roles
and responsibilities. Establish an agenda for the meeting and send it out to
participants with the notice of the meeting. This is an opportunity for you
to practice the key communication techniques outlined above, to review
the strategic directions of the organisation, to acknowledge and recognise
the performance of others and to encourage the team members or your
colleagues to take responsibility for their work.
On the agenda you may want to include:
Review of the organisational mission, vision, values and goals and
objectives and explain these as required
Review of the strategy or business plan for the current year
Specific and concrete acknowledgement individual and group
performance
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Discussion and clarification of the group’s roles and responsibilities in
achieving the business plan
Discussion and identification of the group’s roles and responsibilities for
improving performance
Recognition and reward processes for individuals and the team
Recommendations from the group about ways you can improve your role
as leader
An action plan to implement recommendations
When you have completed this activity spend some time reflecting on your
own performance, especially your ability to influence the team positively.
Make some notes in your journal and discuss with your coach what positive
strategies you used at the meeting, what could have been done better and
how you would conduct the meeting differently next time.
Influencing and persuasion
Influencing and persuasion have similar meanings, but ‘persuasion’ has
a stronger connotation, although stronger still is ‘coercion’. The words
‘influence’ and ‘persuade’ refer to the ability to affect another person or to
induce in another person a behavioural or attitudinal change. You may also
attempt to persuade someone to change their thinking, their beliefs or their
values.
Your use of influencing and persuasion techniques needs to be done in
the context of ethical practice. After all, propaganda and coercion are not
too far removed from persuasion. If we define ethics as a code or standard
of behaviour based on a shared understanding of what is right or wrong,
then it is important to clarify what you regard as right and wrong before
you set about attempting to influence or persuade someone to change their
behaviour, attitudes, thinking or values. A quick search on the Internet under
‘persuasion’ generates sites about hypnosis, mind control and propaganda
used by cults. As a leader or manager you are in a position of influence by
the very fact of your position – often called positional power. Some people
may do whatever you say simply because ‘you’re the boss’. Your instructions,
guidance and persuasion comes from a values base.
You may want to take this opportunity to clarify your own values. Search the
Internet under ‘values clarification’ and you will find several web sites that
have values clarification exercises that you can undertake. Identify your top
10 values and then rank them in order of importance.
The section on communication techniques (above) provides you with an
array of techniques for influencing and persuading others. We employ
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both verbal and non-verbal techniques such as tone, volume and rhythm
of speaking, our body language, our choice of words, our careful listening
and constructive feedback. Add to this the techniques we use in the
content of what we say (or write), the sequence of ideas, the logical (or
illogical) structure, appeals to emotions, expertise or authority, the use of
generalisations or stereotypes, repetition and the nature of our evidence
(including often misused statistics).
LEARNING ACTIVITY 13
Using tools of influence and persuasion
Reflect on how you and others use a range of tools of persuasion by
completing the table below. For each tool try to think of a specific example of
its use e.g. for tone of voice it might be ‘the way Sally uses a whining tone to
get around me’. In the third column you might record the way you use your
‘teacher’ tone (clear, crisp and confident) when a meeting gets out of hand
and you have to call it back to order.
You may like to do this exercise with someone who knows you well!
Persuasion/influencing tool Examples of how it can be used
to persuade/influence
Where I would use this to
persuade/influence
Tone of voice
Stance
Gesture
Emotional appeal
Choice of words (e.g. positive or
negative connotations)
Using evidence
Repetition
Stereotyping
Using logical argument
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QUESTION 6
Reflecting on your communication skills
What do you understand to be the meaning of ‘consultation’?
What constitutes ‘consultative processes’ in your organisation?
What are the key skills that underpin consultation? In what circumstances are
consultative processes critical and why?
Can you think of situations where it is inappropriate to consult?
A simple, but effective way to reflect on your own communication skills is
to make notes after a communication situation in response to the following
questions or discuss them with an observer, colleague or coach.
What was the purpose of the communication?
What happened?
How far did I go to achieving my purpose?
What feelings and emotions were present for the other person and for
me?
How did I deal with these?
What significant things happened during the process? Significant for the
other person? For me?
What decisions were made? Am I satisfied with these? Is the other person
satisfied? How do I know?
What do I need to follow up?
How will I follow up and when?
If is had the chance to do this over again, how would I do it differently?
What skills do I need to improve and how will I go about this?
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Topic 5: Decision making
The key steps in formal organisational decision making are:
1. Clarifying and confirming what must be decided
2. Gathering and organising information relevant to the issue or situation
3. Ensuring participation of individuals and/or team(s)
4. Examining options
5. Assessing risks
6. Making a timely decision or choosing the preferred course of action
7. Communicating the decision
8. Developing the implementation plan
9. Seeking agreement for the plan
10. Implementing the decision according to plan
11. Monitoring implementation and impact of the decision
12. Completing the process and acknowledging contributions and success.
There are a number of tools that can help you in the decision making process.
A description and example of each of these tools is available at the Mind
Tools website at: http://www.mindtools.com/pages/main/newMN_TED.htm.
They are briefly identified below.
Pareto analysis or choosing what to change
Pared comparison analysis to work out the relative importance of options
Grid analysis which helps you to make a choice when you have to take
many factors into account
Decision trees where you place a value on different options
PMI or weighing up the pros and cons
Force field analysis in which you analyse the pressure for and against
change
Six thinking hats: De Bono’s method of looking at an issue from a
number of different viewpoints
Cost benefit analysis in which you identify the financial benefits of
possible decisions.
LEARNING ACTIVITY 14
Using decision making tools
Identify a problem, issue or change that needs to be decided upon. Establish
a group of people for you to facilitate through the decision making process.
Take the group through steps 1-6 in the list of key steps in formal decision
making and use three of the decision making tools to assist you.
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Write up the activity and then review the decision making processes with
the group identifying the advantages and disadvantages of the processes
and tools. Identify and document strategies for improving decision making
processes.
Keeping a record of your work
Keep a copy of your work in your journal or record book as you may be able
to use this work and feedback towards assessment and formal recognition of
competency.
LEARNING ACTIVITY 15
Communicating and implementing the decision
You are now ready to facilitate a group through Steps 7-12:
Communicating the decision
Developing the implementation plan
Seeking agreement for the plan
Implementing the decision according to plan
Monitoring implementation and impact of the decision
Completing the process and acknowledging contributions and success.
1. Identify who needs to be informed about the decision, how they will be
informed and when.
2. Implement the communication process.
3. Develop an action plan for implementing your decision using a table like
the one below. Seek agreement for this plan from the appropriate people in
your organisation.
Action Who’s responsible Supported by Completion date
1. Identify with the group the ways that the group will monitor the
implementation, at what specific points in time and who will be involved in
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this. This can include:
Verbal reports (face to face or by phone)
Written reports (e.g. by email)
Status reports against the action plan like the one below
Group meetings
Action Who’s responsible Supported by Completion date Status
Arrange for a way to celebrate the completion of the process and
acknowledgement of individual or team contribution.
When you have completed this entire activity spend sometime with your
coach to review the process and your role as leader. Discuss and identify the
key skills that are required of you to facilitate a group through this process
and, if appropriate self improvement strategies.
NOTE TO COACH
When discussing the learner’s answers to this activity, use ‘prompt’
questions to help the learner to think of a range of skills. A ‘prompt’
question may include an answer from your own experience.
QUESTION 7
As a leader you have probably also been involved in making decisions with
minimal consultation and needed to do so with authority. What do you
understand ‘authority’ to mean? What are you ‘authorised’ to make decisions
on? How do you balance the need to be authoritative and consultative?
Information management refers to the various stages of gathering,
processing, producing and storing information and the ways that information
can be retrieved and disseminated. Information technologies assist in the
management of information. As an organisational leader you will need to be
able to manage information effectively and efficiently.
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LEARNING ACTIVITY 16
Reviewing information management
Use the following questions to review and improve the ways in which you
manage information.
What categories of information do you handle on a day to day basis?
What other categories of information do you deal with?
For each of the categories:
- What filing and storage system do you use?
- What problems do have in managing the information?
- What products, systems and strategies could be implemented to
improve your management of the information?
What learning and development do you need to undertake to improve
you information management capabilities?
Keeping a record of your work
Keep a copy of your work in your journal or record book as you may be able
to use this work and feedback towards assessment and formal recognition of
competency.
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Section Three: Resources
Web sites
Volunteering Australia
http://www.volunteeringaustralia.org/about/aboutus.html
Volunteering Australia (VA) is the national peak body working to advance
volunteering in the Australian community. VA has a number of information
sheets for volunteers and volunteer-involving organisations available on its
web site and in hard copy.
All state/territory volunteering centres can be accessed from the following VA
page:
http://www.volunteeringaustralia.org/links/links_statevc.html
A list of VA publications is available on:
http://www.volunteeringaustralia.org/publications.php
The Non-profit Governance and Management Centre
http://www.governance.com.au/ResourceGuide/ResourcesGuideHome.htm
The web site of the Non-profit Governance and Management Centre
offers information on a range of resources on governance, management ,
administration, legal and financial matters and other topics.
Communication skills
There are thousands of web sites that deal with communication skills so
conduct a search under a specific method of communication like ‘facilitation’
or ‘report writing’ to find information that is relevant to you. You can make
your search even more specific by adding words like ‘checklist’ or ‘how to’
or ‘guidelines’. Remember that web sites that end in .com are businesses and
are likely to be promoting their communication products and services rather
than providing information relevant to your learning.
Tips for preparing a speech can be found at: http://www.angelfire.com/ab/
speakers/speechwrite.htm
Guidelines for oral presentations: http://dtls.cqu.edu.au/clc/2_2.htm
Cultural diversity
A guide for health professionals
The article at this site is equally applicable to sectors other than the health
sector.
http://www.health.qld.gov.au/multicultural/cultdiv/default.asp
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Communications checklist
The checklist is a useful reference when conducting a cultural assessment of a
client
http://www.health.qld.gov.au/multicultural/checklists/communication.asp
Organisations
Centre for Leadership for Women http://www.leadershipforwomen.com.au/
Australian Rural leadership Foundation http://www.rural-leaders.com.au/
Australian Indigenous Leadership Centre http://www.aiatsis.gov.au/ailc/
Print publications
Block, P. (1993) Stewardship. Choosing service over self-interest, San
Francisco: Berrett-Koehler.
Diller, Jerry Cultural Diversity: A Primer for Human Services
Gardner, H. (1995) Leading Minds. An anatomy of leadership, London:
Harper Collins
Hartley, P. (1997) Group Communication, London: Routledge
Heifetz, R. A. (1994) Leadership Without Easy Answers, Cambridge, Mass.:
Belknap Press.
Rosignol, L.E. Communication Skills for the Workplace
Timm, P Communication Skills for Business and Professions
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62 Section Four: Demonstrating competence
Section Four: Demonstrating competence
How to assess your current competency
When the word assessment is used, many people immediately think of a
written examination that is set by a teacher and completed at the end of a
course of study. This is not what is meant by assessment in this learning
context. Assessment is part of being a self-directed learner and is done when,
and if, you choose to demonstrate your competency in a range of work skills
and knowledge
An important element of competency-based assessment is the assessment
you do yourself. This may involve a quick reflection on how well you are
doing, or a more structured exercise where you use a checklist to record your
assessment of your skills and knowledge to plan and get recognition for your
learning.
You can demonstrate competence in a range of ways. You may have records
from previous work or be able to get someone to write a report on your
competency (this is called third-party evidence). You may be able to show
someone what you have learned or have someone observe you while working.
In some areas of competency it may be difficult to produce documentary
evidence because demonstration of competency is very context specific. In
these cases direct observation or a third-party report are the most useful
forms of evidence.
Using the self-assessment exercise as part of a formal assessment process
If you complete the self-assessment activity in this learning guide you have
self-assessed your skills and knowledge related to the following national
industry competency standard:
(BSXFMI402A) Provide leadership in the workplace
The fact that the learning guide and the self-assessment activity use this
national industry competency standard can help you to receive a nationally
recognised certificate called a Statement of Attainment for this unit. Because
the unit is part of the Certificate III in Active Volunteering and is also used in
a range of Business and Community Services qualifications you can use the
statement of attainment towards receiving a full qualification.
Your assessor will be able to give you details of these qualifications if you are
interested.
If you are doing the self-assessment as part of a formal competency
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recognition exercise, you may find that the best way for competency to be
demonstrated would be for someone to observe you at work as a volunteer.
This could be a colleague or a supervisor or a qualified assessor. If you ask
a colleague or supervisor to observe you, they will need to be able to report
to the assessor on your performance. As well as or instead of being observed
you could talk to an assessor yourself and explain how you go about your
work (using the questions in the self-assessment exercise as a framework).
To be assessed as competent in managing a Board meeting you will need
to be able to meet the elements of competency to the level expressed in the
performance criteria (see Appendix One).
Gaining formal recognition for competencies gained
The topics and activities in this learning guide are based on national industry
competency standards that are endorsed by the Australian National Training
Authority. This means that if you can demonstrate that you are competent in
the topics covered and can meet the performance standards described in the
unit of competency you are eligible to receive formal national recognition
of your competency. You can apply to a Registered Training Organisation
(RTO) for recognition and receive a national certificate called a Statement of
Attainment that counts towards a national qualification.
The name and national code of the competency standard is shown in the
self-assessment exercise and on the title page of the learning materials.
The questions in the sample self-assessment exercise are based on the
performance standards for the unit titled (BSXFMI402A) Provide leadership
in the workplace
You may not wish to gain any formal qualifications for your work as a
volunteer. However, there may be advantages if you are applying for paid
work as the Statement of Attainment can be used to demonstrate your
capabilities. Also, because individual units of competency are part of national
qualifications, if you enrol in a national qualification and have formal
recognition for one or more units you can apply for credit which means that
you do not have to complete that or those units again.
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How do I get a statement of attainment?
You need to contact an RTO in your region and tell them that you want to
apply for formal recognition of your voluntary work activities. Tell them
the name and national code of the unit you are applying for and ask them
whether this unit is within their Scope of Registration.
The name and national code of the competency standard is shown in the
self-assessment exercise and on the title page of the learning materials.
The questions in the sample self-assessment exercise are based on the
performance standards for the unit titled UNIT (BSXFMI402A) Provide
leadership in the workplace
Also find out how much they will charge you. TAFE is one well-known RTO
found in most parts of Australia, but there are also many more.
Formal recognition is usually Recognition of Current Competency (RCC) or
sometimes called RPL, which stands for Recognition of Prior Learning but
often called just plain ‘Recognition’.
How do I contact a Registered Training Organisation (RTO)?
You can find the contact details for the RTO in your region on the National
Training Information Service web site: www.ntis.gov.au
You can also find out about RTOs in your region by contacting your state
training authority, your local council or looking up training in a local phone
directory. Also, your own organisation may already have a relationship with
an RTO or be able to direct you to one.
What counts as evidence of competency?
If you wish to receive formal recognition for your work as a volunteer, you
will need to be able to demonstrate that you are competent. There are a
number of options for demonstrating competence. For example, you might:
Present a portfolio of documentary evidence (how to do this is explained
below)
Arrange for an assessor to observe you carrying out a task or set of
tasks. You may also have a brief discussion with the assessor to answer
questions about the knowledge that underpins competently performing
the task
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65 Section Four: Demonstrating competence
Arrange for a colleague or work supervisor to observe you at work and
make a verbal or written report on your behalf to an assessor (this is
called third-party evidence and is explained in more detail later in this
section)
Make a formal presentation on a work related topic (e.g. to demonstrate
your communication skills or your knowledge of a new procedure)
Manage and carry out a project and keep a record of the planning and
outcomes
Produce a written report or other documentation of relevance to the
organisation and your role
This learning guide contains learning activities that you can use to gather
evidence of competency for formal assessment purposes if you wish to gain a
formal qualification.
The following workplace documents may be useful as evidence of
competency in elements of communications:
Reports you have written
Notes from phone conversations
Logbooks or diary entries
Testimony from your supervisor
Forms and short reports
Processes you have designed
Building an evidence portfolio
An evidence portfolio is simply a collection of documents and other
documentary evidence (such as film or photographs) that show what work
you have done and the skills and knowledge you have developed. There are a
number of reasons why you might put together an evidence portfolio:
So that you can demonstrate competency to a qualified assessor and
apply for formal recognition of competency
For your own records and as part of your curriculum vitae
As a resource to use in your role as a volunteer or in other work
As a reference for your own further learning and as a resource to assist
others you may train and mentor
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What does an evidence portfolio look like?
What an evidence portfolio looks like depends on both the sort of evidence
you are collecting and the purpose for collection.
You might start with a box into which you put any documents, photographs
and/or things you have made to be sorted out later. You could use a
concertina file or a set of document folders, a ring binder or perhaps (if you
are collecting documents in a large format) an art folio.
The most common and flexible format for a portfolio is probably a ring
binder containing clear plastic sleeves for holding collected documents
and artifacts. This will enable you to collect and store evidence and, when
presenting the portfolio, to write any explanations of what you are presenting.
What does an evidence portfolio contain and how is it organised?
Again this depends on the purpose of the portfolio. If you are building
an evidence portfolio to apply for formal recognition against nationally
endorsed units of competency, then the documentary evidence you collect
should be organised according to the elements and performance criteria for
the unit of competency.
All of the contents of this learning guide - including the self-assessment
exercises and topics - are based on the elements and performance criteria for
the relevant unit.
The sample self-assessment activity in Appendix One uses the elements as
headings and has turned the performance criteria into questions about level
of competency.
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Demonstrating competency in providing leadership in the workplace
If you are building a portfolio to demonstrate competence as a leader, you can
use the self-assessment exercise headings and/or those in the topics in section
two as a framework for organising the evidence you collect.
If your Evidence Portfolio is to include evidence of what you have learned
using this guide you should ensure that you keep copies of the learning and
assessment exercises you have completed.
Examples of evidence you might collect from your previous experience might
include:
Statements from a work supervisor or colleague (third party reports)
Sample documents – such as an agenda you have prepared, minutes of a
meeting, an action plan, letters of invitation etc.
A written report on how you dealt with an issue.
When you have completed the self assessment activity and noted down
what evidence of competency you are able to provide, you should assemble
this evidence and attach it to the completed self assessment activity. The
information in the completed self assessment activity together with the
supporting evidence can then be submitted to an assessor.
NOTE:
Appendix One contains a sample, completed self-assessment template that
you can use as a guide in completing your own self-assessment.
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68 Appendix One
Appendix One:
Example of a competed self-assessment activity:
(BSXFMI402A): Provide leadership in the workplace
The following self-assessment activity sample shows the way an experienced
Board member may demonstrate competency in managing their role and
responsibilities.
The following sample self-assessment activity has been completed by Janet
Hall who has been a team leader in a local community support agency for
several years. Occasionally when the manager is absent, Janet has taken on
leadership responsibilities.
This is how Janet rates her skills and knowledge and what sort of evidence
she can provide.
NAME
DATE
NAME OF ORGANISATION (if applicable)
Key to completing columns 1, 2, 3:
1 = I feel quite confident that I can always do this
2 = I might sometimes need some help
3 = I have no experience in this area
Model high standards of management performance
Can you/do you know how
to …?
How well can
you do this?
What evidence do you have to
demonstrate this?
1 2 3
Develop and implement
performance plans according
to organisational goals and
objectives?
? I need to further develop the quality
of my performance plans
Develop key performance
indicators within team and
organisation’s business plans?
? I have documentation in my portfolio
Perform to meet your
organisation’s requirements?
? My supervisor would be able to attest
to this
Serve as a positive role model
to others through your
performance?
?
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69 Appendix One
Enhancing the organisation’s image
Can you/do you know …? How well can you
do this?
What evidence do you have
to demonstrate this?
1 2 3
Apply the organisation’s standards and
values when conducting business?
? I have produced a set of
guidelines and poster for new
worker which demonstrate
my understanding of theses
matters. My supervisors will
also be able to attest to my
understanding and practice.
Question behaviour and values that
damage the organisation’s image
and do this through established
communication channels?
?
Contribute to the organisation’s
integrity and credibility through your
own performance?
?
Influence individuals and teams positively
Can you/do you know …? How well can you
do this?
What evidence do you have
to demonstrate this?
1 2 3
Communicate expectations, roles
and responsibilities in such a way
that encourages individuals to take
responsibility for their work?
? Staff reviews of my
leadership performance
indicate that I have
successfully provided
leadership in this manner
Encourage, value and reward
individual and team efforts
?
Ensure that ideas and information are
accepted and supported by colleagues
?
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70 Appendix One
Making informed decisions
Can you/do you know how to …? How well can you
do this?
What evidence do you have
to demonstrate this?
1 2 3
Gather and organise information
relevant to the issue?
? I have documentation to
demonstrate my research and
development of projects and
policies as well as meeting
minutes which demonstrate
the consultative approach
taken.
Facilitate active participation from
individuals and teams in the decision
making process?
?
Examine options and assess risks to
determine preferred courses of action?
?
Plan implementation of decisions
and ensure agreement of the plan by
relevant people
?
Use feedback processes to monitor
the implementation and impact of
decisions?
?
doc_204428572.pdf
The learning activities are varied so you can select those you feel are best suited to your learning style and work situation. You may choose to do one or all activities. You may do the activities on your own, or as part of a group; the choice is yours.
(BSXFMI402A)
Provide leadership in the workplace
Learning Guide for Volunteers
(40410SA) Certificate III in Active Volunteering
National Volunteer Skills Centre is a project run by Volunteering Australia and is funded by
Department of Family and Community Services
National Volunteer Skills Centre
(BSXFMI402A)
ii Provide leadership in the workplace
This learning guide is based on the national industry unit of competency (BSXFMI402A) Provide leadership in the
workplace from (BSX97) Frontline Management.
© Commonwealth of Australia 2004
Published by Volunteering Australia
First Published November, 2004
All rights reserved. This work is copyright, but permission is given to trainers and facilitators of volunteers to make copies
by photocopying or other duplicating processes for use within volunteer involving organisation or in a workplace where
the training is being conducted for volunteers. This permission does not extend to the making of copies for use outside the
immediate training environment for which they are made, nor the making of copies for hire or resale to third parties. For
permission outside of these guidelines, apply in writing to Volunteering Australia Inc.
These learning materials are published by Volunteering Australia for the National Volunteer Skills Centre and funded by the
Australian Government Department of Family and Community Services.
Enquires should be directed to
National Volunteer Skills Centre
Suite 2, Level 3
11 Queens Road
Melbourne Vic 3004
T: 03 9820 4100
F: 03 9820 1206
E: [email protected]
W: www.nvsc.org.au
ARBN 062 806 464
Margaret Taylor, author, RMIT University
Lewis Hughes, ANTA Noting Consultant: Enviro-sys Pty. Ltd.
Mark Laidler, DTP and Layout, RMIT University
Tim Sheedy, Editor, Foldback Media
1 920848 42 8
This publication is supplied with the understanding that the authors, designers and editors are not responsible for the
results of any actions taken on the basis of information in this work, nor for any errors or omissions; and the publisher is not
engaged in rendering legal, accounting, engineering or other professional services. The publisher, authors and designers
disclaim all and any liability to any person, whether a purchaser of this publication or not, in respect of anything and of the
consequences of anything done or omitted to be done by any such person in reliance, whether whole or partial, upon the
whole or any part of the contents of this publication.
National Volunteer Skills Centre
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iii Provide leadership in the workplace
Contents
Section One: Introduction 1
What this guide is about 1
How the guide is organised 1
About this competency 2
Element 1: Model high standards of management performance 2
Element 2: Enhance the organisation’s image 2
Element 3: Influence individuals and teams positively 2
Element 4: Make informed decisions 2
What topics are covered? 3
Planning your learning 5
Becoming a self-directed learner 5
Working out your current skills and knowledge 7
Using the learning materials 10
Selecting learning pathways 10
Setting up a learning system 10
Finding and using learning resources 10
Finding and using the resources of a not-for-profit
volunteer involving organisation 11
Finding a coach 11
Finding a library 12
Using the resources of a training provider 12
Using case study data 13
Working with colleagues and friends 13
Observation and practice 13
About the learning model for this unit of study 14
Section Two: Learning materials 16
Glossary of terms 16
Volunteering terminology 16
Setting up a learning system 17
Assessing your current skills and knowledge about leadership in the
workplace 20
Self-assessment: (BSXFMI402A) Provide leadership in the workplace 21
Topic 1: What is good leadership? 25
1.1 Principles of good leadership 25
Capabilities and Role Models 28
1.2 The legislative context for leadership in a not-for-profit
organisation 29
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Topic 2: Modelling high standards of performance management 33
2.1 What is performance management? 33
2.2 Understanding and assessing your own performance 35
2.3 Establishing work or performance plans 37
Conducting a performance review 39
Topic 3: Enhancing the image of the organisation 42
3.1 Organisational values and standards 42
3.2 Organisational image 44
Topic 4: Communicating and influencing 49
Questioning 51
Topic 5: Decision making 56
Section Three: Resources 60
Web sites 60
Communication skills 60
Cultural diversity 60
Communications checklist 61
Organisations 61
Print publications 61
Section Four: Demonstrating competence 62
How to assess your current competency 62
Using the self-assessment exercise as part of a formal
assessment process 62
Gaining formal recognition for competencies gained 63
How do I get a statement of attainment? 64
How do I contact a Registered Training Organisation (RTO)? 64
What counts as evidence of competency? 64
Building an evidence portfolio 65
What does an evidence portfolio look like? 66
What does an evidence portfolio contain and how is it organised? 66
Demonstrating competency in providing leadership in the workplace 67
Appendix One: 68
Example of a competed self-assessment activity: BSXFMI402A: Provide
leadership in the workplace 68
National Volunteer Skills Centre
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1 Section One: Introduction
Section One: Introduction
What this guide is about
This Learning Guide – (BSXFMI402A) Provide leadership in the workplace
- is designed to assist you to develop the skills and knowledge for effective
workplace leadership and management whether you are a leader or future
leader in a small community organisation or a larger and more formal
structure.
How the guide is organised
The learning guide is divided into four sections:
Section One - Introduction to the learning guide and to self-directed
learning.
Section Two – Learning Materials covers the skills and knowledge involved
in being an effective leader. It offers a range of learning activities you can
chose to do to practice and further develop your skills and knowledge.
Section Three - Resources contains further references and other materials
relevant to the topics covered. Whether and how you use these resources is
up to you. You may have access to resources provided by the organisation you
are working with and these will be more relevant to your situation. In this
case you may choose to use such materials together with those provided here
in order to compare and contrast different ways of working.
Section Four - Demonstrating Competence is a guide to collecting evidence
of your competency. This makes up an evidence portfolio. Included is
information on how this can then be used to gain formal recognition of
your work and learning from a Registered Training Organisation (RTO).
Information on how to enrol in a course of study and gain credit for what you
National Volunteer Skills Centre
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2 Section One: Introduction
have learned in your volunteer work is also outlined.
About this competency
(BSXFMI402A) Provide leadership in the workplace
Element 1: Model high standards of management performance
Performance criteria
Performance plans are developed and implemented in accordance with
the organisation’s goals and objectives.
Key performance indicators are developed within the team’s/
organisation’s business plans
Performance meets the organisation’s requirements.
Performance serves as positive role model for others.
Element 2: Enhance the organisation’s image
Performance criteria
The organisation’s standards and values are used in conducting business.
Standards and values considered to be damaging to organisation are
questioned through established communication channels.
Personal performance contributes to developing an organisation which
has integrity and credibility.
Element 3: Influence individuals and teams positively
Performance criteria
Expectations, roles and responsibilities are communicated in a way which
encourages individuals/teams to take responsibility for their work.
Individual’s/team’s efforts and contributions are encouraged, valued and
rewarded.
Ideas and information receive the acceptance and support of colleagues.
Element 4: Make informed decisions
Performance criteria
Information relevant to the issue(s) under consideration is gathered and
organised.
Individuals/teams participate actively in the decision making processes.
Options are examined and their associated risks assessed to determine
preferred course(s) of action.
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3 Section One: Introduction
Decisions are timely and communicated clearly to individuals/teams.
Plans to implement decisions are prepared and agreed by relevant
individuals/teams.
Feedback processes are used effectively to monitor the implementation
and impact of decisions.
What topics are covered?
There are five topics covered in the learning materials section.
1. What is good leadership?
2. Modelling high standards of management performance
3. Enhancing the image of the organisation
4. Influencing individuals and teams
5. Making informed decisions
Each topic comprises an introduction to the skill and knowledge area and
one or more learning activities that you can use for a number of purposes:
To learn and practice new skills
Test your knowledge
To reflect on what you have learned
To check your progress as you work through the materials
The learning activities are varied so you can select those you feel are best
suited to your learning style and work situation. You may choose to do one or
all activities. You may do the activities on your own, or as part of a group; the
choice is yours.
You do not have to work through the guide from beginning to end. You can
start and finish wherever you wish. Any learning activities you complete can
contribute to your collection of evidence of competence if you decide to apply
for formal recognition.
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4 Section One: Introduction
Each learning activity is accompanied by the heading:
LEARNING ACTIVITY NO.
Learning activity name
All of the activities can be used towards assessment to gain formal
recognition of your skills and knowledge about providing leadership in
the workplace. How to achieve formal recognition is explained in detail in
Section Four of this learning guide.
In some topics, in addition to learning activities that can be used for
assessment purposes there are a number of shorter activities you can use
to check progress and to note any areas you particularly want to follow up.
These short activities are accompanied by the following heading style.
QUESTION
How you use the learning resources is up to you. You may have access to
resources provided by the organisation you are working with and these will
be more relevant to your situation. In this case, you may choose to use such
materials together with those provided here in order to compare and contrast
different ways of working.
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5 Section One: Introduction
Planning your learning
Becoming a self-directed learner
Learning happens most easily at the point when your situation necessitates
that you know or learn how to do something for a specific reason. If your role
as a volunteer:
offers you the opportunity to play a leadership role
you would like to further develop your skills, and
perhaps gain some formal recognition for your work,
then you can use this learning guide to help you to do so.
The learning guide need not be followed in a linear way. You can choose
when and how to learn and you can choose how to use the information and
activities in the guide to develop new skills and check your progress against
your own goals.
One way of explaining the process used by active learners is shown in the
diagram below. The cycle can be started at any point.
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National Volunteer Skills Centre
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6 Section One: Introduction
You may have decided to work through this learning guide for a number of
reasons so we have designed it to be as flexible as possible. For example:
If you have not had any experience in a leadership role you may wish to
work through all sections of the guide and all of the learning topics.
If you are already have experience in leadership and are hoping to pick
up some extra tips and skills, you can scan through the learning topics
and resources and use what you need.
If you are enrolled in a training program at a TAFE Institute or other
Registered Training Organisation, your teacher/trainer may use these
materials as a source of information and to organise learning and
assessment activities.
Whatever pathway you select, we hope you find it enjoyable and rewarding.
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7 Section One: Introduction
Working out your current skills and knowledge
The first activity in this learning guide (see Section Two) includes a self-
assessment activity. This involves answering a set of questions about key
aspects of providing leadership.
By making a personal judgment about what you can do and how well you can
do it, you can select from the topics you want to study, rather than having to
work through areas you already know.
The self-assessment activity is based on three questions:
1. What skills and knowledge do you have?
2. How well can you perform these skills?
3. What evidence can you provide to demonstrate what you know and what
you can do i.e. your current skills and knowledge, or current competency?
If you can produce evidence of current skills and knowledge in an area
covered in the learning topics, it will be useful if you want to apply for formal
recognition of your skills and knowledge.
There is more information on collecting evidence in Section Four of the
learning guide - Demonstrating competence
An important note about assessment and formal recognition of competence
This learning guide is not a set of instructions to be followed or a formal
course of study. This means that learners who use the guide should not
expect to automatically receive a formal award. To receive a national award
you need to be enrolled in a course with a Registered Training Organisation
(RTO). TAFE is one category of RTO found in most parts of Australia, but
there are many others including adult education centres. Your own volunteer
organisation may in fact be an RTO.
You can find out about RTOs in your region by contacting your state training
authority, your local council or looking up training in a local phone directory.
Your own organisation may also have an existing relationship with an RTO or
be able to direct you to one.
Because this learning guide and the topics and learning activities it contains
are based on national industry competency standards that are endorsed by
the Australian National Training Authority, any training you complete can be
recognised. Evidence of competence collected as a result of working through
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8 Section One: Introduction
the learning guide will be taken into account by the RTO in assessing your
competence. If you have developed an evidence portfolio by completing
a self-assessment activity, compiling evidence of competency from your
previous work experience and/or by completing learning activities in this
guide, then you will have evidence of your skills and knowledge that you can
present to an RTO.
The RTO may accept your portfolio as sufficient and valid evidence of
competence or they might ask you to provide some additional evidence.
Further details about evidence of competence and how to negotiate with an
RTO to receive formal recognition are included in Section Four of this guide.
If you would like to get a nationally recognised Statement of Attainment for
the competencies you have gained through your work as a volunteer, and/or
other work, you can use the flow chart on the following page as a guide to the
process.
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9 Section One: Introduction
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10 Section One: Introduction
Using the learning materials
Selecting learning pathways
How you decide to use these learning materials depends on your own
situation and needs. Once you have completed the self-assessment activity in
Section Two, you can use the results to assist you to select the topics that you
want to focus on.
If you have prior experience in providing leadership then you might just dip
into the materials to refresh your memory. If this is a new experience, or
you are planning to get involved in a volunteer capacity in the future, then
you can use the materials as a self-paced guide and work through each topic
step by step. You may be using the materials as part of a structured training
program, in which case your teachers/instructors will guide your learning.
Setting up a learning system
When you turn to Activity 1 in Section Two of the learning guide, you will
find a step by step guide to setting up a system to manage your learning. In
completing the activity you will set up a record book and perhaps a journal,
develop a template for collecting terminology, set up a contact list and work
out where you can get access to additional learning resources.
Finding and using learning resources
In addition to this learning guide, there are three resources to help you
develop your skills and knowledge about providing leadership in the
workplace:
The first and most important resource is access to a not-for-profit
organisation that involves volunteers, otherwise known as a not-for-
profit volunteer involving organisation. Here, you can talk to current
personnel about how they provide leadership in their roles.
Secondly, because you may need to be able to read and comprehend quite
complex legal documents in order to provide leadership, we recommend
that you find some one who can act as a coach to you in your learning.
Thirdly, you may need occasional access to a library for further reference
materials. A public library will also be able to provide you with access to
the Internet if you do not have a home or work computer.
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Finding and using the resources of a not-for-profit volunteer involving organisation
It is likely that you are already involved in volunteer work, in which case you
should be able to talk to members of your own organisation for the resources
you will need.
If you do not yet have an association with a volunteer involving organisation
and wish to develop your skills before becoming involved, then you will
need to approach an organisation. You might find the easiest way to
start is through friends and your local community. You can also contact
Volunteering Australia, or your state volunteering coordinating agency
(contact addresses are provided in the further references list in Section Three
of this guide).
It would also be useful if you can find one or two people able to act as your
coach. Ideally this would involve someone on your own Organisation and
someone involved in another organisation. This way you have more than one
point of view to consider. If you do find someone from another organisation
willing to help you and act as a coach, you will need to be careful to maintain
confidentiality about any organisational matters discussed between the two of
you.
What you should try to do is get feedback on your performance in your
leadership role from colleagues. It is also valuable to reflect on your work in
the context of the material in this guide and to ask yourself if there are ways
you can improve your own performance.
Finding a coach
Anyone who has experience of working in a leadership position AND has the
time to assist you, can be a coach – they do not need to be a qualified teacher.
NOTE TO COACH
There are notes to assist coaches included with some of the learning and
assessment activities.
If you are enrolled to study this (and perhaps other) competencies with a
Registered Training Authority, you may not need a coach as your teacher
will guide you through the learning and assessment activities and help you to
access resources.
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Finding a library
You may need a library for reference materials or to access the Internet when
completing activities.
The best place to go is to your local community library where you will be able
to get hold of the references you need – either in print format or through the
Internet.
Even if you live in a small community you should be able to access library
facilities nearby. If the library itself has only a small permanent collection,
the librarian can arrange to get hold of what you need through inter-library
loans.
If you live or work near a TAFE college or university, you can also use the
college or university library. The only restriction is that you cannot borrow
books or use the special reserve sections of the library unless you are an
enrolled student.
If you live in a remote area and do not have physical access to a library, but do
have Internet access, you will be able to find most of what you need online. A
lot of information is also available as a print resource through the mail. This
is particularly the case with materials published by government departments
that are almost always available free of charge. Lists of such materials are
included in the further references section.
Using the resources of a training provider
If you are using this learning guide as part of a course of study in which
you are enrolled, then your teacher will be able to direct you to a range of
resources available. These will include books, journals and databases available
in the college library. As an enrolled student you will also receive help to
complete learning and assessment tasks and will be able to participate in
discussions with teachers and fellow students.
If you are an enrolled student but do not yet have access to a suitable
volunteer involving organisation, your teachers will be able to help you with this.
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Using case study data
You can access material on many volunteer organisations via the Internet and
by directly mailing/emailing organisations. A good place to start an Internet
search is on the Volunteering Australia web site:
http://www.volunteeringaustralia.org/index.html
You can also use a search engine to find specific organisations, or to browse
the sites that are available via a general search. For example, if you are using
the Google search engine (http://www.google.com.au/) you can just type in
‘volunteers’ or ‘volunteering associations’ to receive a list of thousands of sites
and references.
Working with colleagues and friends
This may include talking to fellow volunteers who have experience in
leadership positions. Work colleagues, family members, friends, neighbours
and other members of your community may also have ideas, experience and
contacts that will be useful to you.
Often you will find that people who have reflected on their own experiences
can provide you with valuable practical advice that might otherwise take
some time to find in a written resource. It is however, always wise to check
your sources and not to rely solely on one source of information and advice.
Observation and practice
One of the essential resources for using this learning guide is access to an
organisation where you can observe how people in leadership positions
operate. While you can learn a lot by reading authoritative sources, there is
no substitute for seeing what happens in a real life situation.
And once you have had the experience of observing others in action, the best
way to develop your own skills and knowledge is to put them into practice.
Make sure you keep a record of any activities you participate in and/or organise and of your own
reflective comments
These notes will be a vital resource for you in the future in your work as a volunteer and perhaps
in the paid work force.
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About the learning model for this unit of study
This learning guide has been designed to support two broad study options:
First, the learner may choose to work through the materials at their own
pace, with the support of a coach and/or associates with relevant experience
in volunteer involving organisations.
Secondly the learner may choose to enrol as a student in a Registered
Training Organisation, in which case this learning guide can be used by
the learner as an additional resource, and by the teacher/trainer to support
classroom based learning.
If you are a teacher or trainer, you will already be familiar with the options
available to you in using this learning guide. If you have been asked by the
learner to act as a coach you may find the following suggestions useful.
Tips for coaches
Being a coach to someone who is using this learning guide to develop their
skills and knowledge about volunteering involves using your own experience
to help the learner to work through learning activities. There are no hard
and fast rules about being a coach; it all comes down to what suits you and
the learner. The most important aspects of coaching involve establishing
a positive and supportive relationship with the learner and being able to
communicate freely about the relevant areas of skill and knowledge.
The most important attributes for a coach to possess are good listening
skills, the capacity to ask questions, a positive and encouraging attitude and a
general knowledge of the area of learning.
You do not need to be an expert! You may find that you are unable to answer
a question posed by the learner you are working with. However, when/if this
is the case, you will probably be able to help the learner find the answer, by
referring them to someone else or to the relevant information in a library or
on the Internet.
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Below is a list of the sort of strategies a coach may use:
Get to know about the learner’s interest in the area they have chosen to
study;
Use a range of questioning techniques to guide the learner towards
the ideas and answers they are searching for rather than directing the
learning
Put yourself in the learner’s shoes; ask yourself what you would find
helpful
Be encouraging and non-judgmental; remember your role is to help
– you do not have to assess the learner’s capabilities
Help the learner to plan their learning; you don’t need to be a qualified
teacher to do this – your own experience as a work based learner will
have provided you with planning skills
Avoid the temptation to step in and do it for the learner
Encourage the learner to self-assess and to reflect on their learning
Where to start
If you have agreed to take on the role of coach, the best place to start is by
talking to the learner and reaching an agreement on how the coaching/
learning relationship should work. This may include agreeing on times to
meet, strategies for maintaining contact – for example by email or a catch up
phone call. You may both decide that the best strategy is for the learner to
make contact when they need help, in which case you will need to set some
parameters as to how often is reasonable, when suits you best and how much
time you can afford to commit to the project.
The next thing to do is familiarize yourself with this learning guide. You
might decide to work through a topic with the learner to see that you share a
general understanding of how you can work together.
Where to go for further help
There are numerous sites on the Internet that provide tips for coaches and
mentors, a sample of which are listed below. You may also wish to contact an
RTO in your area to see whether they offer workshops and training programs
in coaching skills
http://www.coachingnetwork.org.uk/ (Go to “Resource Centre” for further
information about being a coach)
http://www.veac.org.au/tchment.html
http://www.aimqld.com.au/career/coaching.htm
http://www.wit.org.au/projects/mentoring/mentorkit/Tips.html
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Section Two: Learning materials
Glossary of terms
Volunteering terminology
The following quote from Volunteering Australia explains what the term
‘volunteering’ means:
Formal volunteering is an activity which takes place through not-for-profit
organisations or projects and is undertaken:
to be of benefit to the community and the volunteer;
of the volunteer’s own free will and without coercion;
for no financial payment; and
in designated volunteer positions only.
http://www.volunteeringaustralia.org/sheets/definition.html
There are two key terms used to describe the organisations in which a
volunteer may work:
A volunteer involving organisation, or
A not-for-profit organisation
These two terms essentially mean the same thing according to the definition
of volunteering on the Volunteering Australia web site:
Volunteering is an activity performed in the not-for-profit sector only
The term volunteer involving organisation is used to differentiate between
those not-for-profit organisations that involve volunteers in their activities
from those which only employ paid staff.
In this learning guide we have used the term ‘not-for-profit’ organisation in
most cases, because it is the more widely known term, but we do also refer to
volunteer involving organisations when appropriate.
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LEARNING ACTIVITY 1
Getting started
There are two parts to this learning activity
Setting up a learning system
Assessing your current skills in, and knowledge about, leadership.
Setting up a learning system
Organising a work book
A work book can be used to take notes as you collect information and to
record the learning activities you complete.
It is a good idea to use a ring binder as a work book so that you can insert
pages and other resources (plastic sleeves with punched holes can be useful
for this purpose).
Your work book can also be your record keeping system (see below). If so it is
a good idea to have a contents page that you update as you go. When you add
completed activities to the work book, label the activity with the name and
number in the learning guide.
Keeping a record of your work
In the introduction to this guide we talked about collecting evidence of
competency in case you wish to apply for recognition. If you keep a record
of the activities you complete in this learning guide they can be included in a
portfolio of evidence.
The other reason for keeping a record of your learning is as resource for your
volunteering work in the organisation.
You may decide to keep completed activities and resources including
definitions of terminology, checklists and tables and contact lists.
You may set up a manual record-keeping system in a ring binder or series
of manila folders. You could set up an electronic record system using the
indexing system of your computer such as Windows Explorer, or a database
management program such as Excel.
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What about a journal?
You may also want to keep a reflective journal. This might include ideas,
thoughts about issues you encounter or records of discussions with friends
and others who support your learning. If you do decide to embark on a
journal, get yourself a smallish notebook that you can carry about with you to
meetings and other events.
Dedicated journal writers also emphasise that it is important to have a
notebook you enjoy writing in such as a drawing pad or something that
distinguishes it from other notes. The important thing is to choose whatever
suits your own needs
The term volunteer involving organisation is used to differentiate between
those not-for-profit organisations that involve volunteers in their activities
from those which only employ paid staff.
In this learning guide we have used the term ‘not-for-profit’ organisation in
most cases, because it is the more widely known term, but we do also refer to
volunteer involving organisations when appropriate.
Setting up a contact list
In Section One we made the point that there are two essential resources
for learning using this guide – access to a library and to a not-for-profit
organisation. You may already have both of these in hand, but if not, now is
the time to get organised.
First, locate your organisation. Using the suggestions in Section One, find
the name and contact details for the president, chairperson or secretary and
make contact in person or by phone, email or mail. Ask if they might be able
to help you and/or that they suggest someone else who can. Activity 2 will
help you to do this.
You may decide to ask more than one person and organisation to help. This
way, you may get the opportunity to attend more than one Board meeting
and see how different organisations interpret the rules of incorporation to
suit their own needs.
If you are working with a small group of other volunteers to learn about
providing leadership in the workplace, you may decide to pool your
resources, including people who are willing to help.
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As you find suitable sources of support, record their contact details and keep
this as part of your record of learning.
Finding a library or other collection of resources
If you have a local library and have not been there, take a visit and check
whether they have any resources that may be useful. If in doubt ask the
librarian on duty – they will know where to look and how to go about getting
books from other libraries.
Other possible collections of resources include the Internet, local not-for-
profit organisations, Volunteering Australia and your state volunteering
association – see Section Three for addresses.
When you have found one or more sources of resources put the details in
your contact list.
When you have completed these activities you should have the following
resources ready to go:
A work book or folder;
Somewhere to record and store resources, notes, completed learning
activities and other forms of evidence of competency;
A copy of the glossary;
A template for adding terms to the glossary, and
A contact list and template for adding contacts.
Now work through the self-assessment activity on the following page so you
can decide on topics you wish to study.
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2. Assessing your current skills and knowledge about leadership in the
workplace
If you worked within not-for-profit organisations of one sort or another there
is a good chance you already know something about leadership. You may
have been in a leadership position in your current – or other - organisation.
No doubt, you have at least experienced the leadership of others.
So first, check your current skills and knowledge. All you have to do is fill in
the table by:
(i) Ticking either 1,2 or 3 in the column headed “How well can you do this?”
using the following key:
1 = I feel quite confident that I can always do this
2 = I might sometimes need a small amount of help
3 = I have no experience in this area
(ii) If you have answered ‘1’ or ‘2’ to one or more questions, then think
about whether you have any evidence that you can perform these tasks. If so,
complete column 3 by making a note of the evidence you have collected.
NOTE 1
Evidence can be in the form of a document – you may have records from
previous work, for example:
Reports you have written
Notes from phone conversations
Logbooks or diary entries
You may be able to get someone to write a report on your competency
(this is called third party evidence).
You can also collect evidence by showing someone what you can do.
You can also collect evidence by showing someone what you can do.
NOTE 2:
There is an example of a completed self-assessment exercise in appendix
one of this guide.
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Self-assessment: (BSXFMI402A) Provide leadership in the workplace
NAME
DATE
NAME OF ORGANISATION (if applicable)
Key to completing columns 1,2 and 3:
1 = I feel quite confident that I can always do this
2 = I might sometimes need some help
3 = I have no experience in this area
Model high standards of management performance
Can you/do you know how to …? How well can you
do this?
What evidence do you have
to demonstrate this?
1 2 3
Develop and implement performance
plans according to organisational goals
and objectives.
Develop key performance indicators
within team and organisation business
plans.
Perform to meet your organisation’s
requirements.
Serve as a positive role model to
others through your performance.
Enhance the organisation’s image
Can you/do you know how to …? How well can you
do this?
What evidence do you have
to demonstrate this?
1 2 3
Apply the organisation’s standards and
values when conducting business.
Question behaviour and values that
damage the organisation’s image
and do this through established
communication channels.
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Contribute to the organisation’s
integrity and credibility through your
own performance.
Influence individuals and teams positively
Can you/do you know how to …? How well can you
do this?
What evidence do you have
to demonstrate this?
1 2 3
Communicate expectations, roles
and responsibilities in such a way
that encourages individuals to take
responsibility for their work.
Encourage, value and reward
individual and team efforts.
Ensure that ideas and information are
accepted and supported by colleagues.
Make informed decisions
Can you/do you know how to …? How well can you
do this?
4. What evidence do you
have to demonstrate this?
1 2 3
Gather and organise information
relevant to the issues.
Facilitate active participation from
individuals and teams in the decision
making process..
Examine options and assess risks to
determine preferred courses of action.
Plans to implement decisions are
prepared and agreed by relevant
individuals/teams
Plan implementation of decisions
and ensure agreement of the plan by
relevant people.
Use feedback processes to monitor
the implementation and impact of
decisions.
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How did you go?
For questions where you have ticked column 1 AND have also been
able to say what sort of evidence you could provide to demonstrate your
skills and knowledge, you may wish to skip the associated topics in the
learning guide – at least initially.
Where you have ticked column 2, then you have some knowledge of and
skills in the area so you might want to read over the topics to refresh your
memory then see how you go on the assessment activities.
If there are questions about the providing leadership in the workplace
to which you have ticked column 3, then these are the topics you should
concentrate on in the following learning materials.
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LEARNING ACTIVITY 2
Finding out about a not-for-profit organisation
For this activity you will need to document some basic information about
the not-for-profit organisation that you will use as a case study for this unit.
Most of the activities in this unit ask you to apply what you have learned to
an organisation.
You can choose an organisation from a number of options:
Use the organisation you work with
Find an organisation on the Internet or through a local community
directory
Ask a friend or colleague who is a volunteer and who can introduce you
to the organisation they volunteer with
Answer the following questions and record your answers in your journal or
record book
What is the name of the organisation?
What does the organisation do – what are its goals and objectives?
How long has the organisation existed? Has its role stayed the same
or has it taken on new functions over time as needs and interests have
changed?
What is the legal status of the organisation. For example, is it an
incorporated association or a not-for-profit company?
Where does the organisation get its funding from?
How many Board members are there and how did they become
members?
How many office bearers are there?
How many paid staff are there?
How many volunteer staff are there?
If you get the information about an organisation from a web site or
information booklet you might make contact with the nominated contact
person to check that your answers are correct.
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Topic 1: What is good leadership?
QUESTION 1
Before commencing this topic you should reflect on what makes a good
leader from the point of view of an organisation and from that of an
individual worker in the organisation. What good leader have you worked
with. What bad leaders? What do you think is the essential quality(s) of a
good leader?
1.1 Principles of good leadership
The National Council of Social Services provides the following guidelines for
effective leadership in a not-for-profit organisation
Provides leadership, direction and guidance to the organisation by:
Creating and conveying a clear vision on the future direction
Initiating and driving through change and managing that process
perceptively
Taking final responsibility for the actions of the team
Establishing and communicating clear standards and expectations
Demonstrating resilience, stamina and reliability under heavy pressure
Demonstrating the high standards of integrity, honesty and fairness
Choosing between options, taking into account the long term
consequences
Facilitates meetings and group discussions by:
Choosing methods of communication most likely to secure effective
results
Encouraging creative thinking of others
Maintains effective networks by:
Knowing how to find and use other sources of expertise
Applying best practice in dealings with other organisations
Effectively represents the organisation by:
Taking a firm stance when circumstances warrant
Effectively negotiating deals
Communicating in a concise and persuasive manner
Manages risk and resolves conflict within the organisation and between the organisation and
other parties by:
Acting decisively after having assessed the situation
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Understands and articulates the context in which the service operates by:
Understanding parliamentary and political processes and how to operate
within them
Promotes the organisation by:
Establishing a profile for the service and marketing that service
Demonstrating presentational and media skills
Designs and implements a promotional strategy by:
Choosing the methods of communication most likely to secure effective
results
Models organisational relationships based on trust and respect for all stakeholder
groups by:
Being visible, approachable and earning respect
Inspiring and showing loyalty
Taking steps to building trust, demonstrating high morals and being co-
operative
Communicating effectively with the Chair and Board members
Provides leadership that engenders a collective sense of identity and purpose of
direction by:
Carrying forward decisions of the Board and managing relationships
between staff and Board.
Manages and improves the performance of individuals and teams by:
Building a high performing team
Addressing poor performance
Supports and develops staff by:
Consulting staff/volunteers and identifying training needs in order to
develop their full potential
Seeking face to face contact and responding to feedback from staff
Develops effective leadership roles by:
Delegating decisions appropriately, making best use of skills and
resources within the team and outside the team.
(Adapted from NCOSS Management Support Unit Fact Sheet No 7 Qualities of Good Leadership Available
at: http://www.ncoss.org.au/projects/msu/downloads/factsheet07.pdf)
The list of qualities produced by NCOSS may appear quite daunting, but
many people with a broad range of life and work experiences will be able to
demonstrate most of these to some degree. Everyone will be able to identify
someone they know who can demonstrate one or more of these qualities to
a high standard. Not all of these qualities are covered in this unit. Here we
focus on five aspects of leadership:
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Leading and managing from within the legal and regulatory environment
of your organisation i.e. understanding and articulating the context in
which the service operates
Performance management i.e. managing and improving the performance
of individuals and teams
Communicating and influencing, skills that underpin all the capabilities
listed above
Enhancing the image of the organisation
Facilitating decision making
LEARNING ACTIVITY 3
Assessing your leadership qualities and identifying organisational
expectations
1) Consider the list of capabilities developed by NCOSS (see list on the
following page) and for each capability, identify any experiences that you
have had that contribute to your development of this capability. Then identify
someone who is an appropriate role model for each capability. You may be
able to use one of these role models as a coach for this unit.
2) Complete the table by listing your own experience in each area of
capability and, where possible identifying a role model. (NOTE: The same
person may be a role model for a number of capabilities)
3) When you have completed this activity review the table with a
member of the Board or the whole Board and clarify with them what their
expectations are of you as a leader. Use the capabilities as a checklist for
this discussion and at the conclusion draw up a list of the organisation’s
expectations of you. As a consequence of this activity there may need to be
amendments made to your position description.
Keeping a record of your work
Keep a copy of your work in your journal or record book as you may be able
to use this work and feedback towards assessment and formal recognition of
competency.
NOTE TO COACH
When assisting the learner with this activity it is important that each of
the capabilities is properly understood and that you both have a common
meanings appropriate to your organisation.
1.
2.
3.
4.
5.
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Capabilities and Role Models
Capability My experience Specific examples where
I have demonstrated
this capability
A role model for this
capability
Provides leadership,
direction and guidance to
the organisation
Facilitates meetings and
group discussions
Maintains effective
networks
Effectively represents the
organisation
Manages risk and resolves
conflict within the
organisation and between
the organisation and other
parties
Understands and
articulates the context in
which the service operates
Designs and implements a
promotional strategy
Models organisational
relationships based on
trust and respect for all
stakeholder groups
Provides leadership that
engenders a collective
sense of identity and
purpose of direction
Manages and improves the
performance of individuals
and teams
Supports and develops
staff
Develops effective
leadership roles
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1.2 The legislative context for leadership in a not-for-profit organisation
Federal and state laws
Your organization will be subject to both federal and state laws. Lots of
organizations are subject to many of the same laws, but specific laws apply
depending on the sector in which the organization works. Youth Sporting
Clubs, for example, will be subject to laws about the protection of children
and duty of care whereas emergency services organizations will have
extremely strict guidelines that are associated with various occupational
health and safety acts.
An organization such as the Salvation Army, for example, is subject to many
areas of law and regulation because of the breadth of its programs. These
include laws and regulations associated with:
Aged care services
Alcoholism and Drug Addiction Detoxification services
Business regulations governing Family Stores
Child and adolescent services
Counselling services
Crisis accommodation services
Disability services
Drug and alcohol programs
Employment training programs
Family Housing programs
Fundraising
Health information services
Homeless shelters
Intellectual disability services
Migrant services
Privacy
Youth crisis and support services
(See http://www.salvationarmy.org.au/students/society.asp)
There are laws and regulations that apply to any organization no matter what
its business is. These include:
State occupational health and safety laws and regulations
Laws and regulations on employment
Human rights legislation
The privacy acts of federal and state governments
State laws on the legal entity of your organization whether it is an
incorporated association or a company limited by liability.
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GLD Inc: an example of the application of the legal framework to a not-for-profit organisation
Global Leadership Development (GLD Inc) has just recently incorporated as a not-for-profit
organization in Queensland. They provide educational services to young Australian leaders,
including an annual intensive training program, state based workshops, speakers to schools, advice
to the commonwealth government and leadership training resources. They plan to hold the first
international annual intensive training program in October 2005. They have a paying membership
57 (and growing) and a working Board of six. With membership fees, government grants and fees
for national and state programs they have an annual turnover of $4.2 million. Their investigations
into the laws that affect them revealed that there was much work to be done to protect themselves.
They sought out a solicitor who joined as a member and who took up a legal advisory role. They
also realized how critical the services of an experienced accountant were.
Of immediate concern for them were the rules around the establishment and operation of an
incorporated association. Although there are benefits to be gained from incorporation, there
are also obligations and limitations. Incorporation required the payment of application fees,
obliged the association to be audited annually and lodge annual financial returns, required that
the association comply with the provisions of the Associations Incorporation Act regarding the
running of the association and in the case of GDL, to hold a public liability insurance policy.
The Board of GDL was also interested in leasing a shop as their office and checked the Retail
Leases Act which set out certain minimum requirements of the lessee. In the process of developing
the training program they needed to ensure that they were not infringing copyright and wanted
to claim copyright on some of the materials and ideas that they were developing themselves.
In setting up the office they referred to the new state government strategy associated with the
Workplace Heath and Safety Act and developed their own OHS guidelines for the office. The
Board decided it was wise to develop a dispute resolution procedure, to conform to a code of
practice for dealing with clients and a guiding set of principles for the organization in general. In
developing these they referred to a number of federal acts:
Disability Discrimination Act 1992
Equal Employment Opportunity Act 1987
Equal Employment for Women in the Workplace 1989
Sex Discrimination Act 1984
Racial Discrimination Act 1975
Their accountant guided the Board through the complexities of
taxation law, especially in regards to transactions that occur between
the not-for-profit organization and their volunteers.
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LEARNING ACTIVITY 4
From law to organisational policy and procedures
This activity is a small project which will be of benefit to the organization you
volunteer for or are using as a case study. Before going ahead with the project
discuss it with your supervisor, your contact in the organization or the Board
and with them, amend it so that it suits the organisation’s needs.
1. Use the case study as a guide for identifying the federal and state
legislation that affects your organization. Consult with other members of the
organization, colleagues, manager or Board members to draw up a full list of
the legislation.
2. Then choose three pieces of legislation and draw up a table naming the
relevant legislation, identifying its key elements, whether and how your
organization is at risk in not meeting the legislative requirements and identify
strategies to reduce risk. A sample has been provided. Given we focus more
closely on the Privacy Act in a later section of this unit, leave that out for the
purposes of this exercise.
You can find copies of the legislation or fact sheets about legislation on the
Internet. If you don’t have access to the Internet, your local library will have
access.
Information on state laws at: http://www.law4u.com.au/
The law portal: http://www.lawportal.com.au/full_screen.asp also lists all acts
including federal
Australia Law Online at: http://law.gov.au/portal/auslawonline.nsf/
Home?ReadForm provides fact sheets as does Aussie Legal at: www.
aussielegal.com.au
It may be useful to have some idea of what legislation looks like and what
topics it covers. There is easy access to the actual legislation through “Law
Map” at: http://www.lawmap.com.au/ Click on law topics and scroll down to
the area you are interested in, for example, Human Rights and then a page
will open up with a list of Australian and international laws, for example, the
Federal Disability Discrimination Act of 1992. Click on “act” and you are
taken to the actual act itself.
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Name and date of the
Act or legislation
Key elements of the
Act that affect us
How we are at risk Strategies to address
risk
1.
2.
3.
3. Take one of the Acts that you analysed in part 1 of this activity.
a) Find the policies in your organization that relate to this Act.
b) Read the policies and review them by comparing the policies with the
requirements of the Act.
c) Make recommendations for changes to the policies so that they fully
comply with the requirements of the Act.
d) Review the procedures that are associated with these policies and make
recommendations to improve them so that they also comply fully with the
Act.
e) Finally, check that all instructional or procedural documents are clear and
easily understood. Make any changes to address lack of clarity.
Keeping a record of your work
Keep a copy of your work in your journal or record book as you may be able
to use this work and feedback towards assessment and formal recognition of
competency.
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Topic 2: Modelling high standards of performance management
As a leader in an organisation you are expected to demonstrate high
standards of management performance to facilitate the achievement of
the organisation’s strategic goals and objectives (usually documented in a
strategic plan or business plan). This will involve you in a systematic process
called performance management.
2.1 What is performance management?
Performance management is a systematic process for planning, implementing
and monitoring how well an organisation - and therefore its people - are
performing in terms of achieving goals, outcomes and targets. Performance
management applies to the organisation as a whole, to its teams, departments
or units and the individual.
Key points about performance management are:
It is a systematic process
Everyone concerned should be involved in the process
Results are measurable
Information gathered when monitoring performance is used to make
improvements
Information gathered on performance is used to make decisions and
future plans
Communication is critical
Communication of performance enables learning
Personnel are recognised for excellence in performance
An individual’s performance plan is derived from the organisation’s strategic
plan which will usually contain mission, vision, values, and goals for the
next 3-5 years. The planning cycle begins with the strategic plan and out
of this is developed a business plan or implementation plan that details the
activities and priorities for the next year. On the basis of the business plan,
organisational units or teams detail what they will be doing to achieve the
business plan and develop a team or unit plan. In small organisations, the
business plan will be sufficient on its own rather than being broken down
further. Finally, individual staff will establish performance plans or work
plans.
So, performance planning typically occurs within four plans:
Strategic plan. Performance requirements over the next 3-5 years
Business plan. Performance priorities for the next year
Division/department/team plan. The role of these entities in achieving
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the goals in the business plan.
Individual performance plans. What each person (staff and manager and
Board members) will achieve in the next year.
LEARNING ACTIVITY 5
Reviewing organisational strategic and business plans
To complete this activity you will need to have access to a not-for-profit
organisation other than your own and also obtain a copy of your own
organisation’s business plan.
Your own organisation may be able to introduce you to other organisations.
If not you can find examples on the Internet. A good place to start is the
Volunteering Australia (VA) website or your own state site (there is a link
from VA to each state site)
http://www.volunteeringaustralia.org/
You can also use Google or another search engine: Type in “Business Plans”
and “not-for-profit organisations” in the advanced search facility to find lists
of relevant sites (this is also a good way to practice your Internet research
skills).
1. Ask your coach to help you to read and compare the two business plans
and to answer the following questions
a) What information is provided in the plans?
b) Is the information provided clear and easy to understand?
c) Can you and your coach identify anything that should be in the plan that is
missing?
d) What do think of the way the plans are formatted and presented?
2. Take notes of the two business plans in your workbook under the following
headings:
Organisational goals and objectives
Major programs related to each goal/objective
Key performance criteria for each program
3. Do you think the business plans effectively express the organisations’ goals
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and objectives and the way these will be realised?
4. If you can think of more effective ways to realise goals and/or to present
the plan, draft these as recommendations that could be provided to the
organisations.
Reviewing your work
Ask your coach to check the conclusions you have drawn and to provide
advice on any additional or alternative points you might make
Keeping a record of your work
Keep a copy of your work in your journal or record book as you may be able
to use this work and feedback towards assessment and formal recognition of
competency.
2.2 Understanding and assessing your own performance
In order to be able to manage the performance of others it is critical that your
own performance sets the standard you want others to follow. As a manager
you can be a role model for a high standard of work practice to your team
and/or staff. You need to be very clear about what the organisation expects of
you and how your success is measured.
In the following activity you will review your own performance, including
your standard of performance and how you measure that standard using
critical success factors, measures and targets.
LEARNING ACTIVITY 6
Establishing and assessing your own performance
To begin this activity, answer the following questions in your journal or
notebook. Discuss your answers with a colleague.
Who are my clients?
Are my clients satisfied with my performance?
Are my management and work practices good enough?
Are the values and capabilities of my team or staff suitable for what I
need to achieve?
Am I assisting the organisation to perform sustainably?
Who are the organisation’s stakeholders?
Are my stakeholders satisfied with my performance?
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Is my team or staff capable of improving their performance and
innovating?
Having reflected on the elements of your performance you can now move
on to a more analytical process that assists you to develop a performance
standard for yourself.
You will take the following elements of your work/management performance:
Client satisfaction
Management and work practices
Team and staff performance
Organisational sustainability
Stakeholder satisfaction
Improvement and innovation.
For each of these you will identify what would show to you or provide
evidence that you have been successful (critical success factors), how you
would measure each of these and what improvement targets you actually have
for each.
When you have completed these, show your work to a colleague or Board
member and discuss your answers with them. Reach agreement about what is
reasonable for your performance standard.
What do your clients expect of you?
What does your team expect of you?
How does the organisation expect me to contribute to its sustainability?
What do the organisation’s stakeholders require of me?
What does the organisation expect of me and my team with regards to
improvement and innovation?
Arrange for someone to be a coach for you over the next three months.
Set regular meeting times. At the meetings review your performance against
the standards you set yourself here. Discuss any issues you encounter and
identify steps to resolving these.
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2.3 Establishing work or performance plans
Managing the performance of others has three stages:
Planning the performance requirements and documenting these as a
work plan
Monitoring their performance
Providing support and where necessary, coaching for the individual to
perform to the standard expected.
The two major inputs into the development of an individual work plan are
the organisational (or unit/team) business plan and the individual’s position
or job description.
Checklist for developing a work or performance plan:
Clarify the role of the individual person by referring to their job
description
Confirm that they have the skills and knowledge to perform this role. If
not, discuss and arrange for skill development.
Review the organisation’s strategic or business plan with the individual
and together identify those parts of the plan that the person can
undertake within the parameters of their job role (this may be a team or
unit activity)
Identify opportunities for learning and development
In a work or performance plan identify for each person:
- Tasks or projects or results to be achieved and by when
- The key performance standards and measures they are expected
to maintain
- The performance review process and dates
- Learning and development plan required to achieve the results
- How the manager or supervisor will specifically assist them
- Space for comment by individual and/or manager of the person’s
achievements
‘Performance standards’ are particular values or characteristics used to
measure output or outcome, for example, a team member may be expected
to increase the number of ethnic groups who engage with the organisation.
The performance indicator is ‘increase in the number of ethnic groups who
engage with the organisation’ and the measure will be a particular number or
percentage increase.
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QUESTION 2
What are the range of available learning and development methods that you
can encourage your team members or staff to undertake to improve their
competence?
LEARNING ACTIVITY 7
Your organisation’s work and performance plans
Review the template your organisation uses for negotiating and documenting
work plans. Does it cover all the items in the checklist above? Are there
additional items? Is it clearly formatted, easy to fill in and easy to read?
Where are work plans stored? What privacy and confidentiality protocols
cover work plans? Make any recommendations for improvement to the work
plan and present these to the management and/or Board for feedback and
amendment.
If your organisation does not have work plans, discuss the advantage of
having them with the Board. Volunteers are entitled to have clearly written
job descriptions and to know the scope of their accountability. Work
planning will assist the individual and the organisation to achieve more
effective performance.
Reviewing your work
Ask your coach to check your work and to provide advice on any additional
or alternative points you might make
Keeping a record of your work
Keep a copy of your work in your journal or record book as you may be able
to use this work and feedback towards assessment and formal recognition of
competency.
NOTE TO COACH
As this activity may create change within the organisation, it is important
that you guide the learner in a way that only reflects positively on the
leaner and is not disruptive to their progress.
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Conducting a performance review
Performance reviews are scheduled in the individual work or performance
plan. They are usually conducted one on one and in private although in some
small not-for-profit organisations the review may be with all of those on staff
and/or on the Board. As a guide, set aside one hour for a performance review.
Create a positive and friendly environment for the meeting.
Checklist for conducting a performance review
Before the meeting
Read through the individual work plan and note what has been achieved
and anything that has not
Re-read the business plan so that you are familiar with the context of the
individual performance
Make a note of any issues or problems associated with this person’s
performance and identify strategies for dealing with these
Remind yourself of the critical communication skills of active listening,
establishing rapport, open questioning and responding constructively.
Think of yourself as a coach as much as a manager (see Topic 2).
Make sure that you have all the paperwork you need and make extra
copies for the person just in case they have not brought theirs along.
Set an agenda.
At the meeting
Welcome the person, outline the purpose of the meeting, describe the
process, identify what happens with any information, ideas or outcomes
generated by the discussion and seek their agreement on the agenda.
Congratulate them on their work to date and find some specific
achievements to acknowledge.
Ask them how they think they are performing against their workplan.
Encourage them to identify positives and negatives and to be concrete.
Go systematically through the plan. Clarify and question, but listen most
of all.
Describe any evidence of non performance that you have and seek
clarification and agreement from the individual that this is the case.
Collect the facts.
Use problem solving to address any issues of non performance and
document any agreements reached.
Document any changes and additions to the work plan and have them
signed off.
1.
2.
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4.
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After the meeting
Ensure that the individual has a copy of the amended plan.
File the plan according to privacy protocols.
Follow through on any actions you may have agreed to take.
LEARNING ACTIVITY 8
Skills for conducting a performance review
1. Read through the 15 items on the checklist for conducting a performance
review on the previous page and work out the main areas of skill and
knowledge you would need to conduct a review.
2. List the skills and knowledge in the table below
Area of performance review skill and knowledge
Self assessment of my own skill &
knowledge base
High Sufficient Low
(e.g.) Planning skills including organising a meeting
agenda and agenda papers (Before the meeting, items
1,2,5,6)
(e.g.) Communication skills including active listening,
coaching, establishing rapport (Before the meeting,
item 5)
3. Clarify and confirm your self-assessment with a colleague, coach or
mentor.
4. For each skill that you judged as insufficient, identify a strategy for
improvement, such as coaching, observation of an expert, training or reading
resources or a combination of these. Identify when you will undertake the
improvement strategy and seek support from a colleague who can act as a
coach. You can set this up as an action plan.
1.
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Skill to be
developed
Improvement
strategies
When Supported by Nature of support
Keeping a record of your work
Keep a copy of your work in your journal or record book as you may be able
to use this work and feedback towards assessment and formal recognition of
competency.
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Topic 3: Enhancing the image of the organisation
QUESTION 3
What do you think image means? How important is image to you, your
associates and you organisation?
Can you think of any times when a bad image has had bad consequences for
an individual or organisation?
3.1 Organisational values and standards
The organisation’s image will be derived from its values and mission and
will be enacted through the behaviour of the people who work for the
organisation. Many organisations have a code of ethics or code of conduct
that provides guidelines for the way its people are expected to behave.
Consider the following code of ethics for managers of volunteers from
Volunteering Queensland and with your coach or colleagues, identify the
values that underpin it.
A manager of volunteers will:
Agree to the definition of volunteering.
Uphold and work to the ‘Principles of Volunteering’.
Promote best practice volunteer management in their organisation.
Ensure that their organisation has a written policy on volunteer
involvement
Ensure that the volunteer policy is implemented and adhered to.
Ensure that the rights of volunteer staff are protected.
Value the worth and work of volunteers in positive and tangible ways.
Promote the broader volunteer movement.
Not replace paid with volunteer staff.
Not deploy volunteer staff in under resourced program areas.
Not deploy volunteer staff in positions vacated through industrial
dispute.
Work in a manner that demonstrates that all staff are valued equally.
Observe duty of care.
Value and respect the role of manager of volunteers.
Work to enhance and develop the role of managers of volunteers.
Work to ensure that volunteer services are adequately resourced.
Practice and observe high standards of confidentiality.
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LEARNING ACTIVITY 9
Investigating organisational values and practice
Your organisation may already have a statement of values, documented
standards, a code of ethics or code of conduct. If so you can go straight to the
second part of this activity.
1. Get hold of a copy of your organisation’s statement of values, documented
standards or code of ethics/conduct and read them carefully. In your journal
make a note of what they mean for your own work practice as a volunteer.
Draw up a personal code of ethics for yourself as a volunteer and leader.
2. If your organisation does not have any of the above, arrange to spend some
time with colleagues or Board members or suitable others in the organisation
to identify:
The values that your organisation stands for, and then
The behaviour or work practices that would form a code of ethics or code
of conduct (whichever is most appropriate)
Seek agreement from the relevant constituents of your organisation for
the values and code.
Check out the web site of the St James Ethics Centre for advice on developing
codes of ethics (www.ethics.org.au).
3. There are going to be times when behaviour is not in accordance with the
standards and values of the organisation. This part of the activity focuses on
occurrences of unethical behaviour that may occur from time to time in your
organisation.
Investigate the consequences of unethical behaviour in your organisation and
how ethical dilemmas are dealt with. Draw up a table which lists each code
of practice in the first column. Identify one example of behaviour that would
constitute unethical behaviour against this particular code. Then identify the
ways in which the organisation would deal with such unethical behaviour
including the appropriate communication channels. Finally, suggest a
strategy for ensuring ethical practice. This is a very good test of whether the
code is expressed succinctly and whether the organisation is serious about its
code of ethics. An example is provided below.
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Code Example of unethical
practice
How to deal with the
unethical practice for
this code, including
communication
channels
Strategy to ensure
ethical practice
The organisation
upholds and respects
a volunteer’s right to
privacy.
A volunteer’s name,
address and phone
number are given to
a marketing company
over the phone without
their permission.
Identify who gave the
information over the
phone and point out
to them that this is not
ethical practice.
If possible, contact the
marketing company
and have the name and
details removed from
their data base.
Apologise to the
volunteer publicly.
Have an annual review
at the December Board
and staff meeting of the
code of ethics. Discuss
the types of behaviour
that would constitute
unethical work practice
and the processes
for reporting and
addressing unethical
behaviour.
What formal processes does your organisation have in place for reporting
unethical practices? If there are no formal processes, it may be appropriate
for you as a leader to facilitate the development of these in consultation with
colleagues or Board members or suitable others in the organisation.
Keeping a record of your work
Keep a copy of your work in your journal or record book as you may be able
to use this work and feedback towards assessment and formal recognition of
competency.
3.2 Organisational image
All organisations will project an image of some sort even if they are not
particularly concerned about image. Most organisations want to project an
image of integrity and credibility. The espoused values of your organisation
are reflected in all manner of ways. Image can be conveyed by:
First impressions
Logos and slogans
The appearance and state of premise
The décor
The appearance of staff
The reception area
The welcome that visitors are given
Brochures, flyers and posters
Advertising
Newsletters and other publications
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The web site
Phone manner
The way staff engage with each other
The quality of client relationships
The quality of products and services
Your own performance.
LEARNING ACTIVITY 10
Your organisation’s image
Take five of the ways in which image can be conveyed (listed above) and
use the table to analyse the image being conveyed. An example has been
provided. If it is appropriate, present this to your supervisor, colleagues or
Board as a recommendation report. You may wish to discuss the presentation
with your coach first.
Ways of conveying
organisational
image
Purpose Format or
presentation
Impression created
– both good and
bad
Suggestions to
improve the way
the information is
presented
Profile of the
organisation
Convey mission
and goals of the
organisation
Page on our web
site
Shows that we
know what we are
on about, but it is
rather long winded
Edit the
information and
use bullet points
for each of the
goals; consider
including a photo
of some of our
activities with this
QUESTION 4
How does your own performance contributes to the overall performance
of the organisation? Can you think of specific situations that illustrate
your contribution to developing an organisation which has integrity and
credibility?
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ACTIVITY 11
This activity involves reviewing key elements of organisational values and
image to staff and clients
(a) Client satisfaction
List the most important success factors of client satisfaction (3-5)
Specify how you will measure these
Nominate the target you want to achieve
An example has been provided.
Critical success factors Measures Targets
Number of clients Growth in client numbers overall Growth of 15% per annum
Diversity of client groups Growth in overall numbers in
three target groups
15-19 year olds - 30%
Girls – 15%
Indigenous Australians – 4%
Client satisfaction Level of satisfaction (gathered
through survey)
80%
(b) Management and work practices
What performance indicators will show me whether my management
and work practices are effective?
What does the organisation require of me?
List the most important success factors (3-5)
Specify how you will measure these
Nominate the target you want to achieve.
Critical success factors Measures Targets
(c) Team performance
List the most important success factors of team performance (3-5)
Specify how you will measure these
Nominate the target you want to achieve.
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Critical success factors Measures Targets
(d) Organisational sustainability
List the most important success factors of organisational sustainability
(3-5)
Specify how you will measure these
Nominate the target you want to achieve.
Critical success factors Measures Targets
(e) Stakeholder satisfaction
List the most important success factors of stakeholder satisfaction (3-5)
Specify how you will measure these
Nominate the target you want to achieve.
Critical success factors Measures Targets
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(f ) Improvement and innovation.
List the most important success factors of improvement and satisfaction
(3-5)
Specify how you will measure these
Nominate the target you want to achieve.
Critical success factors Measures Targets
When you have completed this activity discuss your answers with your coach,
supervisor or director of the Board. Together you may make some changes to
what your have developed.
Keeping a record of your work
Keep a copy of your work in your journal or record book as you may be able
to use this work and feedback towards assessment and formal recognition of
competency.
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Topic 4: Communicating and influencing
QUESTION 5
Good communication and leadership go together. Before proceeding think
about good leaders in your community or in the wider world. Think about
sports leaders, politicians, civic leaders etc.. What are the qualities you most
admire. What are these leaders most admired for by the general community?
Perhaps the primary capability for an influential leader is their ability to
communicate effectively.
A good leader:
Is able to build rapport
Listens carefully and responds appropriately
Provides constructive feedback
Asks questions that encourage expansion and creativity
Building rapport
By ‘rapport’ we mean establishing a harmonious connection with someone
over a period of time.
Strategies for building rapport.
Check the other person’s name and use it correctly
Remember their name and use it next time you meet
Take a genuine interest in the other person
Listen for points of common interest
Listen to their story
Share stories of your own without dominating
Be empathetic
Take the opportunity to meet again informally
Demonstrate trustworthiness through follow up
Encourage humour and laughter as appropriate
Listening, responding and feedback
By listening, we do not mean simply hearing the words that someone says to
you. Listening certainly involves hearing, but it is a far more active process
than that. It involves the listener in participating — hearing the words,
understanding the meaning and providing feedback. This is called active
listening.
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An active listener:
Faces the speaker and maintains their full attention on what the speaker
is saying
Keeps regular eye contact with the speaker (looking away sometimes so
as not to create discomfort by staring)
Uses silence constructively, waiting until the speaker has completed their
thought
Does not constantly interrupt the speaker
Notes the words used by the speaker and the feelings behind them
Gives nonverbal cues — nods of encouragement, ‘Mm’ and ‘Uh-huh’
Follows up with clarifying and expanding questions relevant to what has
been said.
We do not always listen effectively. Sometimes we become distracted or our
minds wander. We allow our own interests or concerns to get in the way of
concentrating on what the other person is saying.
There are six typical blocks to effective listening. These are:
1. Rehearsing
Working out in your own mind what you are going to say next.
2. Anticipating
Anticipating what the other person is going to say next rather than focusing
on what they are presently saying.
3. Day-dreaming
Allowing what you hear to trigger your own thoughts, imaginings or day
dreams.
4. Pre-judging the person as not worth listening to
Filtering what the other person is saying through your own similar
experience, sometimes comparing their experience with yours.
5. Derailing
Changing the subject so that you talk about what you are interested in (and
sometimes interrupting to do this).
6. Interrupting
Listen to the first few sentences only, then cutting in with advice, solutions,
your comparable experience or ‘yes, but…’.
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There are a number of ways to respond to someone when in conversation or
in a more structured situation such as basic counselling or interviewing.
Clarify meaning when you do not understand
Use a neutral response like ‘Uha…’ to encourage the speaker without
leading them
Simply remain silent and give the speaker time to think
Build on a statement that the speaker makes
Repeat a question if it is not being answered
Query inconsistencies
Confirm feelings
Constructive feedback is:
Requested or suggested, not imposed
Carefully thought through
Appropriate to the situation
Properly timed i.e. as soon as possible after the event
Describes the behaviour (not the personality) quite specifically
Focuses on behaviour that can be changed or modified
Identifies strategies and support for change
Reviews progress
Questioning
There are three types of questions that can be used depending on the type
of information we require or the type of communication process we want to
engage in.
(a) Closed questions
These are questions designed to obtain specific, factual information.
Do you have a copy of our Privacy Policy?
Have we finished the procedures we established for safety audits?
What is the deadline for this project?
(b) Open questions
These are exploratory questions designed to give the person answering an
opportunity to explain clearly and in detail about something that could
be quite complex. ‘How’ and ‘what’ can be useful starting words for open
questions?
Bruce, what are the major steps the team will need to go through to
understand how that process works?
How are we going to deal with this issue?
What does this mean for the team’s project?
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Open questions could also be used to give people an opportunity to think out
loud about ideas without getting too specific. Using only closed questions will
result in an unproductive conversation. Open questions generate far more
information.
(c) Hypothetical questions
These questions set a scene that could happen and give people an
opportunity to answer as if it had happened. They can also be an excellent
way of engaging people’s imagination in developing creative solutions.
If we take the example of... what would happen if...
If you had a phone call from that client saying ... what action do you
think would be appropriate?
If you were asked to recommend a new system of recording referrals,
what would you suggest that was the most effective?
(d) Useful triggers for discussion
Could you explain what you mean by....
Can you give an example of that?
So, what would happen if....?
Tell us more about why that wouldn’t work?
What’s the difference between ...?
How would you go about doing that?
Why would it be important to do that first?
LEARNING ACTIVITY12
Influencing and communication to individuals and teams
Arrange to have a meeting with your team or colleagues to review roles
and responsibilities. Establish an agenda for the meeting and send it out to
participants with the notice of the meeting. This is an opportunity for you
to practice the key communication techniques outlined above, to review
the strategic directions of the organisation, to acknowledge and recognise
the performance of others and to encourage the team members or your
colleagues to take responsibility for their work.
On the agenda you may want to include:
Review of the organisational mission, vision, values and goals and
objectives and explain these as required
Review of the strategy or business plan for the current year
Specific and concrete acknowledgement individual and group
performance
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Discussion and clarification of the group’s roles and responsibilities in
achieving the business plan
Discussion and identification of the group’s roles and responsibilities for
improving performance
Recognition and reward processes for individuals and the team
Recommendations from the group about ways you can improve your role
as leader
An action plan to implement recommendations
When you have completed this activity spend some time reflecting on your
own performance, especially your ability to influence the team positively.
Make some notes in your journal and discuss with your coach what positive
strategies you used at the meeting, what could have been done better and
how you would conduct the meeting differently next time.
Influencing and persuasion
Influencing and persuasion have similar meanings, but ‘persuasion’ has
a stronger connotation, although stronger still is ‘coercion’. The words
‘influence’ and ‘persuade’ refer to the ability to affect another person or to
induce in another person a behavioural or attitudinal change. You may also
attempt to persuade someone to change their thinking, their beliefs or their
values.
Your use of influencing and persuasion techniques needs to be done in
the context of ethical practice. After all, propaganda and coercion are not
too far removed from persuasion. If we define ethics as a code or standard
of behaviour based on a shared understanding of what is right or wrong,
then it is important to clarify what you regard as right and wrong before
you set about attempting to influence or persuade someone to change their
behaviour, attitudes, thinking or values. A quick search on the Internet under
‘persuasion’ generates sites about hypnosis, mind control and propaganda
used by cults. As a leader or manager you are in a position of influence by
the very fact of your position – often called positional power. Some people
may do whatever you say simply because ‘you’re the boss’. Your instructions,
guidance and persuasion comes from a values base.
You may want to take this opportunity to clarify your own values. Search the
Internet under ‘values clarification’ and you will find several web sites that
have values clarification exercises that you can undertake. Identify your top
10 values and then rank them in order of importance.
The section on communication techniques (above) provides you with an
array of techniques for influencing and persuading others. We employ
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both verbal and non-verbal techniques such as tone, volume and rhythm
of speaking, our body language, our choice of words, our careful listening
and constructive feedback. Add to this the techniques we use in the
content of what we say (or write), the sequence of ideas, the logical (or
illogical) structure, appeals to emotions, expertise or authority, the use of
generalisations or stereotypes, repetition and the nature of our evidence
(including often misused statistics).
LEARNING ACTIVITY 13
Using tools of influence and persuasion
Reflect on how you and others use a range of tools of persuasion by
completing the table below. For each tool try to think of a specific example of
its use e.g. for tone of voice it might be ‘the way Sally uses a whining tone to
get around me’. In the third column you might record the way you use your
‘teacher’ tone (clear, crisp and confident) when a meeting gets out of hand
and you have to call it back to order.
You may like to do this exercise with someone who knows you well!
Persuasion/influencing tool Examples of how it can be used
to persuade/influence
Where I would use this to
persuade/influence
Tone of voice
Stance
Gesture
Emotional appeal
Choice of words (e.g. positive or
negative connotations)
Using evidence
Repetition
Stereotyping
Using logical argument
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QUESTION 6
Reflecting on your communication skills
What do you understand to be the meaning of ‘consultation’?
What constitutes ‘consultative processes’ in your organisation?
What are the key skills that underpin consultation? In what circumstances are
consultative processes critical and why?
Can you think of situations where it is inappropriate to consult?
A simple, but effective way to reflect on your own communication skills is
to make notes after a communication situation in response to the following
questions or discuss them with an observer, colleague or coach.
What was the purpose of the communication?
What happened?
How far did I go to achieving my purpose?
What feelings and emotions were present for the other person and for
me?
How did I deal with these?
What significant things happened during the process? Significant for the
other person? For me?
What decisions were made? Am I satisfied with these? Is the other person
satisfied? How do I know?
What do I need to follow up?
How will I follow up and when?
If is had the chance to do this over again, how would I do it differently?
What skills do I need to improve and how will I go about this?
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Topic 5: Decision making
The key steps in formal organisational decision making are:
1. Clarifying and confirming what must be decided
2. Gathering and organising information relevant to the issue or situation
3. Ensuring participation of individuals and/or team(s)
4. Examining options
5. Assessing risks
6. Making a timely decision or choosing the preferred course of action
7. Communicating the decision
8. Developing the implementation plan
9. Seeking agreement for the plan
10. Implementing the decision according to plan
11. Monitoring implementation and impact of the decision
12. Completing the process and acknowledging contributions and success.
There are a number of tools that can help you in the decision making process.
A description and example of each of these tools is available at the Mind
Tools website at: http://www.mindtools.com/pages/main/newMN_TED.htm.
They are briefly identified below.
Pareto analysis or choosing what to change
Pared comparison analysis to work out the relative importance of options
Grid analysis which helps you to make a choice when you have to take
many factors into account
Decision trees where you place a value on different options
PMI or weighing up the pros and cons
Force field analysis in which you analyse the pressure for and against
change
Six thinking hats: De Bono’s method of looking at an issue from a
number of different viewpoints
Cost benefit analysis in which you identify the financial benefits of
possible decisions.
LEARNING ACTIVITY 14
Using decision making tools
Identify a problem, issue or change that needs to be decided upon. Establish
a group of people for you to facilitate through the decision making process.
Take the group through steps 1-6 in the list of key steps in formal decision
making and use three of the decision making tools to assist you.
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Write up the activity and then review the decision making processes with
the group identifying the advantages and disadvantages of the processes
and tools. Identify and document strategies for improving decision making
processes.
Keeping a record of your work
Keep a copy of your work in your journal or record book as you may be able
to use this work and feedback towards assessment and formal recognition of
competency.
LEARNING ACTIVITY 15
Communicating and implementing the decision
You are now ready to facilitate a group through Steps 7-12:
Communicating the decision
Developing the implementation plan
Seeking agreement for the plan
Implementing the decision according to plan
Monitoring implementation and impact of the decision
Completing the process and acknowledging contributions and success.
1. Identify who needs to be informed about the decision, how they will be
informed and when.
2. Implement the communication process.
3. Develop an action plan for implementing your decision using a table like
the one below. Seek agreement for this plan from the appropriate people in
your organisation.
Action Who’s responsible Supported by Completion date
1. Identify with the group the ways that the group will monitor the
implementation, at what specific points in time and who will be involved in
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this. This can include:
Verbal reports (face to face or by phone)
Written reports (e.g. by email)
Status reports against the action plan like the one below
Group meetings
Action Who’s responsible Supported by Completion date Status
Arrange for a way to celebrate the completion of the process and
acknowledgement of individual or team contribution.
When you have completed this entire activity spend sometime with your
coach to review the process and your role as leader. Discuss and identify the
key skills that are required of you to facilitate a group through this process
and, if appropriate self improvement strategies.
NOTE TO COACH
When discussing the learner’s answers to this activity, use ‘prompt’
questions to help the learner to think of a range of skills. A ‘prompt’
question may include an answer from your own experience.
QUESTION 7
As a leader you have probably also been involved in making decisions with
minimal consultation and needed to do so with authority. What do you
understand ‘authority’ to mean? What are you ‘authorised’ to make decisions
on? How do you balance the need to be authoritative and consultative?
Information management refers to the various stages of gathering,
processing, producing and storing information and the ways that information
can be retrieved and disseminated. Information technologies assist in the
management of information. As an organisational leader you will need to be
able to manage information effectively and efficiently.
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LEARNING ACTIVITY 16
Reviewing information management
Use the following questions to review and improve the ways in which you
manage information.
What categories of information do you handle on a day to day basis?
What other categories of information do you deal with?
For each of the categories:
- What filing and storage system do you use?
- What problems do have in managing the information?
- What products, systems and strategies could be implemented to
improve your management of the information?
What learning and development do you need to undertake to improve
you information management capabilities?
Keeping a record of your work
Keep a copy of your work in your journal or record book as you may be able
to use this work and feedback towards assessment and formal recognition of
competency.
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Section Three: Resources
Web sites
Volunteering Australia
http://www.volunteeringaustralia.org/about/aboutus.html
Volunteering Australia (VA) is the national peak body working to advance
volunteering in the Australian community. VA has a number of information
sheets for volunteers and volunteer-involving organisations available on its
web site and in hard copy.
All state/territory volunteering centres can be accessed from the following VA
page:
http://www.volunteeringaustralia.org/links/links_statevc.html
A list of VA publications is available on:
http://www.volunteeringaustralia.org/publications.php
The Non-profit Governance and Management Centre
http://www.governance.com.au/ResourceGuide/ResourcesGuideHome.htm
The web site of the Non-profit Governance and Management Centre
offers information on a range of resources on governance, management ,
administration, legal and financial matters and other topics.
Communication skills
There are thousands of web sites that deal with communication skills so
conduct a search under a specific method of communication like ‘facilitation’
or ‘report writing’ to find information that is relevant to you. You can make
your search even more specific by adding words like ‘checklist’ or ‘how to’
or ‘guidelines’. Remember that web sites that end in .com are businesses and
are likely to be promoting their communication products and services rather
than providing information relevant to your learning.
Tips for preparing a speech can be found at: http://www.angelfire.com/ab/
speakers/speechwrite.htm
Guidelines for oral presentations: http://dtls.cqu.edu.au/clc/2_2.htm
Cultural diversity
A guide for health professionals
The article at this site is equally applicable to sectors other than the health
sector.
http://www.health.qld.gov.au/multicultural/cultdiv/default.asp
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Communications checklist
The checklist is a useful reference when conducting a cultural assessment of a
client
http://www.health.qld.gov.au/multicultural/checklists/communication.asp
Organisations
Centre for Leadership for Women http://www.leadershipforwomen.com.au/
Australian Rural leadership Foundation http://www.rural-leaders.com.au/
Australian Indigenous Leadership Centre http://www.aiatsis.gov.au/ailc/
Print publications
Block, P. (1993) Stewardship. Choosing service over self-interest, San
Francisco: Berrett-Koehler.
Diller, Jerry Cultural Diversity: A Primer for Human Services
Gardner, H. (1995) Leading Minds. An anatomy of leadership, London:
Harper Collins
Hartley, P. (1997) Group Communication, London: Routledge
Heifetz, R. A. (1994) Leadership Without Easy Answers, Cambridge, Mass.:
Belknap Press.
Rosignol, L.E. Communication Skills for the Workplace
Timm, P Communication Skills for Business and Professions
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Section Four: Demonstrating competence
How to assess your current competency
When the word assessment is used, many people immediately think of a
written examination that is set by a teacher and completed at the end of a
course of study. This is not what is meant by assessment in this learning
context. Assessment is part of being a self-directed learner and is done when,
and if, you choose to demonstrate your competency in a range of work skills
and knowledge
An important element of competency-based assessment is the assessment
you do yourself. This may involve a quick reflection on how well you are
doing, or a more structured exercise where you use a checklist to record your
assessment of your skills and knowledge to plan and get recognition for your
learning.
You can demonstrate competence in a range of ways. You may have records
from previous work or be able to get someone to write a report on your
competency (this is called third-party evidence). You may be able to show
someone what you have learned or have someone observe you while working.
In some areas of competency it may be difficult to produce documentary
evidence because demonstration of competency is very context specific. In
these cases direct observation or a third-party report are the most useful
forms of evidence.
Using the self-assessment exercise as part of a formal assessment process
If you complete the self-assessment activity in this learning guide you have
self-assessed your skills and knowledge related to the following national
industry competency standard:
(BSXFMI402A) Provide leadership in the workplace
The fact that the learning guide and the self-assessment activity use this
national industry competency standard can help you to receive a nationally
recognised certificate called a Statement of Attainment for this unit. Because
the unit is part of the Certificate III in Active Volunteering and is also used in
a range of Business and Community Services qualifications you can use the
statement of attainment towards receiving a full qualification.
Your assessor will be able to give you details of these qualifications if you are
interested.
If you are doing the self-assessment as part of a formal competency
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recognition exercise, you may find that the best way for competency to be
demonstrated would be for someone to observe you at work as a volunteer.
This could be a colleague or a supervisor or a qualified assessor. If you ask
a colleague or supervisor to observe you, they will need to be able to report
to the assessor on your performance. As well as or instead of being observed
you could talk to an assessor yourself and explain how you go about your
work (using the questions in the self-assessment exercise as a framework).
To be assessed as competent in managing a Board meeting you will need
to be able to meet the elements of competency to the level expressed in the
performance criteria (see Appendix One).
Gaining formal recognition for competencies gained
The topics and activities in this learning guide are based on national industry
competency standards that are endorsed by the Australian National Training
Authority. This means that if you can demonstrate that you are competent in
the topics covered and can meet the performance standards described in the
unit of competency you are eligible to receive formal national recognition
of your competency. You can apply to a Registered Training Organisation
(RTO) for recognition and receive a national certificate called a Statement of
Attainment that counts towards a national qualification.
The name and national code of the competency standard is shown in the
self-assessment exercise and on the title page of the learning materials.
The questions in the sample self-assessment exercise are based on the
performance standards for the unit titled (BSXFMI402A) Provide leadership
in the workplace
You may not wish to gain any formal qualifications for your work as a
volunteer. However, there may be advantages if you are applying for paid
work as the Statement of Attainment can be used to demonstrate your
capabilities. Also, because individual units of competency are part of national
qualifications, if you enrol in a national qualification and have formal
recognition for one or more units you can apply for credit which means that
you do not have to complete that or those units again.
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How do I get a statement of attainment?
You need to contact an RTO in your region and tell them that you want to
apply for formal recognition of your voluntary work activities. Tell them
the name and national code of the unit you are applying for and ask them
whether this unit is within their Scope of Registration.
The name and national code of the competency standard is shown in the
self-assessment exercise and on the title page of the learning materials.
The questions in the sample self-assessment exercise are based on the
performance standards for the unit titled UNIT (BSXFMI402A) Provide
leadership in the workplace
Also find out how much they will charge you. TAFE is one well-known RTO
found in most parts of Australia, but there are also many more.
Formal recognition is usually Recognition of Current Competency (RCC) or
sometimes called RPL, which stands for Recognition of Prior Learning but
often called just plain ‘Recognition’.
How do I contact a Registered Training Organisation (RTO)?
You can find the contact details for the RTO in your region on the National
Training Information Service web site: www.ntis.gov.au
You can also find out about RTOs in your region by contacting your state
training authority, your local council or looking up training in a local phone
directory. Also, your own organisation may already have a relationship with
an RTO or be able to direct you to one.
What counts as evidence of competency?
If you wish to receive formal recognition for your work as a volunteer, you
will need to be able to demonstrate that you are competent. There are a
number of options for demonstrating competence. For example, you might:
Present a portfolio of documentary evidence (how to do this is explained
below)
Arrange for an assessor to observe you carrying out a task or set of
tasks. You may also have a brief discussion with the assessor to answer
questions about the knowledge that underpins competently performing
the task
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Arrange for a colleague or work supervisor to observe you at work and
make a verbal or written report on your behalf to an assessor (this is
called third-party evidence and is explained in more detail later in this
section)
Make a formal presentation on a work related topic (e.g. to demonstrate
your communication skills or your knowledge of a new procedure)
Manage and carry out a project and keep a record of the planning and
outcomes
Produce a written report or other documentation of relevance to the
organisation and your role
This learning guide contains learning activities that you can use to gather
evidence of competency for formal assessment purposes if you wish to gain a
formal qualification.
The following workplace documents may be useful as evidence of
competency in elements of communications:
Reports you have written
Notes from phone conversations
Logbooks or diary entries
Testimony from your supervisor
Forms and short reports
Processes you have designed
Building an evidence portfolio
An evidence portfolio is simply a collection of documents and other
documentary evidence (such as film or photographs) that show what work
you have done and the skills and knowledge you have developed. There are a
number of reasons why you might put together an evidence portfolio:
So that you can demonstrate competency to a qualified assessor and
apply for formal recognition of competency
For your own records and as part of your curriculum vitae
As a resource to use in your role as a volunteer or in other work
As a reference for your own further learning and as a resource to assist
others you may train and mentor
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What does an evidence portfolio look like?
What an evidence portfolio looks like depends on both the sort of evidence
you are collecting and the purpose for collection.
You might start with a box into which you put any documents, photographs
and/or things you have made to be sorted out later. You could use a
concertina file or a set of document folders, a ring binder or perhaps (if you
are collecting documents in a large format) an art folio.
The most common and flexible format for a portfolio is probably a ring
binder containing clear plastic sleeves for holding collected documents
and artifacts. This will enable you to collect and store evidence and, when
presenting the portfolio, to write any explanations of what you are presenting.
What does an evidence portfolio contain and how is it organised?
Again this depends on the purpose of the portfolio. If you are building
an evidence portfolio to apply for formal recognition against nationally
endorsed units of competency, then the documentary evidence you collect
should be organised according to the elements and performance criteria for
the unit of competency.
All of the contents of this learning guide - including the self-assessment
exercises and topics - are based on the elements and performance criteria for
the relevant unit.
The sample self-assessment activity in Appendix One uses the elements as
headings and has turned the performance criteria into questions about level
of competency.
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Demonstrating competency in providing leadership in the workplace
If you are building a portfolio to demonstrate competence as a leader, you can
use the self-assessment exercise headings and/or those in the topics in section
two as a framework for organising the evidence you collect.
If your Evidence Portfolio is to include evidence of what you have learned
using this guide you should ensure that you keep copies of the learning and
assessment exercises you have completed.
Examples of evidence you might collect from your previous experience might
include:
Statements from a work supervisor or colleague (third party reports)
Sample documents – such as an agenda you have prepared, minutes of a
meeting, an action plan, letters of invitation etc.
A written report on how you dealt with an issue.
When you have completed the self assessment activity and noted down
what evidence of competency you are able to provide, you should assemble
this evidence and attach it to the completed self assessment activity. The
information in the completed self assessment activity together with the
supporting evidence can then be submitted to an assessor.
NOTE:
Appendix One contains a sample, completed self-assessment template that
you can use as a guide in completing your own self-assessment.
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Appendix One:
Example of a competed self-assessment activity:
(BSXFMI402A): Provide leadership in the workplace
The following self-assessment activity sample shows the way an experienced
Board member may demonstrate competency in managing their role and
responsibilities.
The following sample self-assessment activity has been completed by Janet
Hall who has been a team leader in a local community support agency for
several years. Occasionally when the manager is absent, Janet has taken on
leadership responsibilities.
This is how Janet rates her skills and knowledge and what sort of evidence
she can provide.
NAME
DATE
NAME OF ORGANISATION (if applicable)
Key to completing columns 1, 2, 3:
1 = I feel quite confident that I can always do this
2 = I might sometimes need some help
3 = I have no experience in this area
Model high standards of management performance
Can you/do you know how
to …?
How well can
you do this?
What evidence do you have to
demonstrate this?
1 2 3
Develop and implement
performance plans according
to organisational goals and
objectives?
? I need to further develop the quality
of my performance plans
Develop key performance
indicators within team and
organisation’s business plans?
? I have documentation in my portfolio
Perform to meet your
organisation’s requirements?
? My supervisor would be able to attest
to this
Serve as a positive role model
to others through your
performance?
?
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Enhancing the organisation’s image
Can you/do you know …? How well can you
do this?
What evidence do you have
to demonstrate this?
1 2 3
Apply the organisation’s standards and
values when conducting business?
? I have produced a set of
guidelines and poster for new
worker which demonstrate
my understanding of theses
matters. My supervisors will
also be able to attest to my
understanding and practice.
Question behaviour and values that
damage the organisation’s image
and do this through established
communication channels?
?
Contribute to the organisation’s
integrity and credibility through your
own performance?
?
Influence individuals and teams positively
Can you/do you know …? How well can you
do this?
What evidence do you have
to demonstrate this?
1 2 3
Communicate expectations, roles
and responsibilities in such a way
that encourages individuals to take
responsibility for their work?
? Staff reviews of my
leadership performance
indicate that I have
successfully provided
leadership in this manner
Encourage, value and reward
individual and team efforts
?
Ensure that ideas and information are
accepted and supported by colleagues
?
National Volunteer Skills Centre
(BSXFMI402A)
70 Appendix One
Making informed decisions
Can you/do you know how to …? How well can you
do this?
What evidence do you have
to demonstrate this?
1 2 3
Gather and organise information
relevant to the issue?
? I have documentation to
demonstrate my research and
development of projects and
policies as well as meeting
minutes which demonstrate
the consultative approach
taken.
Facilitate active participation from
individuals and teams in the decision
making process?
?
Examine options and assess risks to
determine preferred courses of action?
?
Plan implementation of decisions
and ensure agreement of the plan by
relevant people
?
Use feedback processes to monitor
the implementation and impact of
decisions?
?
doc_204428572.pdf