- BSBATSIC411C - Communicate with the community
Assessor Resource
BSBATSIC411C
Communicate with the community
Assessment tool
Version 1.0
Issue Date: April 2024
This unit applies to individuals who need to communicate with the community in their role as a member of a board of governance of an Aboriginal and Torres Strait Islander organisation.
This unit describes the performance outcomes, skills and knowledge required for board members to work in partnership with the community, including other organisations, in order to meet community needs and involve people in the organisation and its activities.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the ability to: effectively communicate with the community gather information from community consultations present information in an appropriate format for the community. |
Context of and specific resources for assessment | Assessment must ensure: access to examples of issues considered by boards of governance, including community feedback access to examples of relevant documents knowledge and performance are assessed over time to confirm consistency in performance participation on an actual or simulated board. |
Method of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of feedback from the community and stakeholders about performance analysis of responses to case studies and scenarios demonstration of techniques direct questioning combined with reflection of on-the-job board performance by the candidate observation of performance on a board or simulated board observation of performance at a community meeting or simulated community meeting observation of performance in role plays observation of presentations and group discussions oral or written questioning to assess knowledge. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBATSIM416A Oversee organisational planning BSBRES401A Analyse and present research information. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
|
Required skills |
communication and teamwork skills to: work cooperatively with community members, other board members, staff and key stakeholders ensure the views of all relevant members of the community are heard and treated with respect culturally appropriate communication skills to relate to people from diverse backgrounds and with diverse abilities evaluation and decision-making skills to review and assess information facilitation skills to assist the community to voice opinions and evaluate options networking skills to encourage participation in meetings and keep the community informed problem-solving skills to identify and manage potential areas of conflict skills required to convey information to the board and the community |
Required knowledge |
community consultation methods concept of community control of organisations and how it may impact on the need to communicate with the community cultural context in which Aboriginal and Torres Strait Islander boards operate, including their role in upholding traditional and cultural values, and how that can impact on methods of communication with the community effective communication strategies for sharing information with individuals and groups geographic,social, economic and political contexts in which particular organisations operate and how these may impact on communication methods information gathering, analysis and presentation methods organisationalpolicies and procedures in relation to communicating with community and maintaining confidentiality of information relevant protocols and cultural responsibilities when communicating with community |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Community forums: | may include: community meetings focus groups open house social events workshops may involve: external stakeholders particular groups within the community specific or specialised expertise the whole community. |
Protocols for information sharing may relate to: | confidentiality and privacy gender issues land matters. |
Methods of advising the community may include: | community meetings community noticeboards consultations forums networks newsletters, notices and other documents presented in a way that will be understood by the community open board meetings open days site visits. |
Individuals and groups may include: | Elders traditional owners government departments individuals and groups representing other organisations and networks within the community women young people. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Convene a community forum | |||
| Use formal and informal community networks to share information | |||
| Encourage, respect and record community contributions | |||
| Follow organisational policies and procedures for confidential information | |||
| Provide information to the community about the organisation's activities according to established protocols | |||
| Advise the community regularly of board decisions and the reasons behind them | |||
| Raise and discuss issues of importance with the community | |||
| Invite individuals and groups affected by issues to participate in community forums | |||
| Gather background information through relevant networks | |||
| Discuss and evaluate options for action with the community | |||
| Identify preferred options | |||
| Convey information on issues and preferred options to the board | |||
| Convey the board's response to the community |
Forms
Assessment Cover Sheet
BSBATSIC411C - Communicate with the community
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
BSBATSIC411C - Communicate with the community
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: