Introduction to Leadership


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TAACMQ505B: Lead a team to foster innovation

This unit can align with AQTF as one of a set of skills set to attain leadership qualifications in line with the Workforce Development Guarantee.
This unit could be undertaken in conjunction with BSBFLM512A Ensure team effectiveness, which focuses on team leadership

Lead a team to Foster Innovation:

This unit addresses the skills that are needed by individuals who are leading work teams on individual projects or work in general.
It includes the skills and knowledge required to put a team together, from the perspective of innovation.
This unit also involves structuring work to ensure innovative processes are being used, and to ensure that personnel have the information and skills to apply innovation at work skills (refer to the Range Statement for a definition of this term). In the context of the vocational education and training environment, the team may be involved in:
  • designing a learning program
  • developing learning products
  • delivering training or providing other services to learners/clients.
The team leader may use innovation skills to lead the team into new and creative ways of training, assessing, developing materials, undertaking projects or supporting clients.
The competency specified in this unit is typically required by lead trainers/facilitators, program/training coordinators and training managers, leaders and supervisors.

Model of Leadership



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Ideas for implementing a Model for Leadership

Provide a model of innovative practice


1.1
The value of innovation to team effectiveness is promoted and reinforced within the organisation through modelling and application
1.2
Research is undertaken to extend knowledge and produce examples of the use and benefits of innovative work practices
1.3
Examples of how innovation at work skills can be applied in a team context are based on innovation
To demonstrate this competency against this unit you must be able to provide evidence that you have the skills and knowledge to provide leadership to a group or work team in a way which encourages the individual and team application of innovation at work skills for a specific work activity/project/function

Brainstorm your own workplace and identify what is not working and why?
How could you do this better forgetting all constraints then work backwards how those restraints could be removed or work in with the idea?

Access this free guide Leadership Guide 360 degree concept for Managers

Wellness & Wellbeing
Wellness programs in workplace settings have been shown to:
  • reduce employee stress
  • improve employee health
  • reduce workforce turnover
  • improve employee decision-making ability
  • reduce organisational conflict
  • reduce absenteeism
  • create a healthier organisational culture
  • improve employee morale and loyalty
  • reduce effects of presenteeism.


Lateral thinking (DeBono) Activity 1:

Creativity (in terms of new ideas and new perceptions) is not a mystical gift but a learnable skill. The formal and deliberate processes of lateral thinking are all based on a consideration of the behaviour of information in a self-organising system, such as the nerve networks of the human brain - for which we should be most grateful. They also form asymmetric patterns: the route from A to B is not the same as the route from B to A.


Perception is a matter of directing attention. If you are not looking in the right direction it does not matter how clever you are, you will not see what you need to see.
The terms 'right' and 'left' are spatial directions. North, south, east, west are also spatial directions. You can ask someone to 'look left' or to 'look south.' That instruction indicates a 'direction.' You look in that direction and see what you see.
The CoRT programme is divided into six parts of ten lessons each. The first part deals with 'broadening' perception. The fourth part introduces specific creative-processes.

In the first part the 'attention-directing tools' include: PMI, for a systematic scan of the Plus points, the Minus points and the Interesting points; OPV, for attention to Other People's views; C&S for a deliberate focus on the consequences and sequel of a choice or action. The acronyms are necessary in order for the 'instruction' to exist in the mind as an 'operating concept'. Mere attitudes have no identity. These very simple tools are very powerful in their effect and can totally change initial judgements and perceptions.

The CoRT programme is divided into six parts of ten lessons each. The first part deals with 'broadening' perception. The fourth part introduces specific creative-processes.

In the first part the 'attention-directing tools' include: PMI, for a systematic scan of the Plus points, the Minus points and the Interesting points; OPV, for attention to Other People's views; C&S for a deliberate focus on the consequences and sequel of a choice or action. The acronyms are necessary in order for the 'instruction' to exist in the mind as an 'operating concept'. Mere attitudes have no identity. These very simple tools are very powerful in their effect and can totally change initial judgements and perceptions.
The Six Hats method gets rid of egos, which are such a problem in traditional thinking. It is no longer a matter of defending an idea or attacking an idea. If you want to show off you do so be performing very well under each hat.

The Six Hat method is based on a consideration of how the brain chemicals differ when we are being cautious and when we are being positive. This chemical pre-sensitization is a key part of brain function. You cannot sensitize in all directions at once - so there is an absolute need to separate out the modes of thinking.

Hence you need a Toolkit with some instruments to assist with the navigation. There are two things you need to navigate a compass and a time piece. Compass to monitor your direction and a clock to measure your change in time and space.

Leadership Toolkit: smlcircblue.gif Use this kit to help reflect a healthy balance of people and task-related concerns and promote the fulfillment of higher order needs for your sustainable leadership skills Instruments or self assessmnet tools designed for you to:
  1. measure current behaviours, skills and performance - identify strengths and development opportunities
  2. highlight barriers to personal effectiveness
  3. develop more productive behaviours and skills
  4. monitor change and improvement over time - Change Management
Use these instruments to help build your leadership skills and personal development programmes which can be accredited to your skills sets.

Instrument 1 and 2:


Styles associated with this orientation are directed toward the attainment of organisational goals 'Living the Vision' through the development of people. Constructive styles account for synergy and explain why certain individuals, groups and organisations are particularly effective in terms of performance, growth and work quality.
11 O'clock Achievement
Based on the need to attain high-quality results on challenging projects, the belief that outcomes are linked to one's effort rather than chance and the tendency to personally set challenging yet realistic goals. People high in this style think ahead and plan, explore alternatives before acting and learn from their mistakes.
12 O'clock Self-Actualising
Based on needs for personal growth, self-fulfillment and the realisation of one's potential. People with this style demonstrate a strong desire to learn and experience things, creative yet realistic thinking and a balanced concern for people and tasks.
1 O'clock Humanistic-Encouraging
Reflects an interest in the growth and development of people, a high positive regard for them and sensitivity to their needs. People high in this style devote energy to coaching and counselling others, are thoughtful and considerate and provide people with support and encouragement.
2 O'clock Affiliative
Reflects an interest in developing and sustaining pleasant relationships. People high in this style share their thoughts and feelings, are friendly and cooperative and make others feel a part of things.