Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

BSBATSIC510B Mapping and Delivery Guide
Conduct a community meeting

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency BSBATSIC510B - Conduct a community meeting
Description This unit covers the planning and conducting of community meetings, including bush meetings, which the Board may initiate or facilitate.Some aspects of governance activities may be subject to legislation, rules, regulations and/or codes of practice relevant to different job roles and jurisdictions.This unit covers the planning and conducting of community meetings, including bush meetings, which the Board may initiate or facilitate.Some aspects of governance activities may be subject to legislation, rules, regulations and/or codes of practice relevant to different job roles and jurisdictions.
Employability Skills This unit contains employability skills.This unit contains employability skills.
Learning Outcomes and Application This unit applies to individuals with a broad knowledge of the business or core functions of organisations who contribute their skills and knowledge to monitoring and guiding the activities of organisations in the Indigenous community.This unit applies to individuals with a broad knowledge of the business or core functions of organisations who contribute their skills and knowledge to monitoring and guiding the activities of organisations in the Indigenous community.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field Regulation, Licensing and Risk - ATSI GovernanceRegulation, Licensing and Risk - ATSI Governance
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Negotiate the basis of a meeting and plan the event
  • Undertake consultation as to the purpose of the proposed meeting, location, date and time with appropriate people
  • Agree upon, by the appropriate people, the broad agenda and list of invited guests
  • Communicate details of the meeting to relevant community groups
  • Organise venue, travel, meals and accommodation
  • Address the requirements of people with special needs to ensure equity and access issues are not ignored
       
Element: Promote the meeting
  • Circulate information regarding the meeting to the community and invited guests
  • Contact key people and provide details of the meeting
       
Element: Conduct the meeting
  • Agree to the Chairperson for the meeting according to community procedure
  • Follow relevant meeting protocols to ensure consistency in the conduct of the meetings
  • Acknowledge all points of view through appropriate processes of discussion and documentation
  • Encourage full participation
  • Seek consensus in decision-making
  • Manage appropriately difficult situations
       
Element: Record decisions
  • Clarify and note recommended actions resulting from decisions
  • Nominate people and organisations responsible for actions
  • Record decisions and recommended actions
       
Element: Communicate outcomes
  • Share meeting outcomes with participants and relevant others
  • Advise participants to utilise their networks to communicate information and decisions
       
Element: Implement decisions
  • Action decisions of the meeting through relevant individuals, groups and agencies
  • Report results to participating Elders and organisations through established channels
       


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 following is essential:

Integrated demonstration of all elements of competency and their performance criteria; and

Ad hoc meetings are conducted effectively

Context of and specific resources for assessment

Assessment must ensure:

This unit of competency should be assessed through the performance of Board duties, but in the event that there is no opportunity to observe such a performance a simulated environment can be used but such simulation must replicate Board conditions in terms of: performing the task; managing a number of different tasks; coping with irregularities and breakdowns in routine; dealing with the responsibilities and expectations of the Board, including working with others; and transferring competency to other situations

Knowledge and performance to be assessed over time to confirm consistency in performance

Method of assessment

The following assessment method is appropriate for this unit:

Performance of Board duties, or through an accurate simulation of Board duties

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

BSBATSIC411B Communicate with the community.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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

Oral or written communication

Cross-cultural competence, including gender and disability

Evaluation and decision-making

Networking

Negotiation

Required knowledge

Cultural context - Boards are upholders of traditional and cultural values. Relevant aspects of culture may include: cultural protocols, language (both Traditional and Aboriginal English), Aboriginal learning styles, cultural business, family and community responsibilities and local history

Community control - community participation and control in decision-making are central to organisations and the role of Boards is to support the community in these processes

Location and resources - organisations operate in diverse locations where cultural, social, economic and political conditions may vary widely. Also, acute resource shortages may also determine the options available

Legal requirements - organisations operate under provisions of federal, state or territory legislation as legal entities and funding recipients which influence decision-making

Organisation processes

Equity and diversity principles

Relevant community bodies

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.

Appropriate people may include:

Elders

Traditional Owners

Invited guests may include:

government representatives

mining companies

Land Councils

Methods of communication may include:

facsimile

notices

networks

Providing bodies may include:

Land Councils

state Aboriginal Affairs Departments

Special needs may include:

interpreters

child care

disabilities

Protocols may include:

introductions / welcomes

land / gender / clan issues

order of speakers

minute taking

agenda formats

Meeting processes may include:

forms of discussion

decision-making

language

gender groups

Difficult situations may include:

conflict

impasse in decision making

organisational

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
Undertake consultation as to the purpose of the proposed meeting, location, date and time with appropriate people 
Agree upon, by the appropriate people, the broad agenda and list of invited guests 
Communicate details of the meeting to relevant community groups 
Organise venue, travel, meals and accommodation 
Address the requirements of people with special needs to ensure equity and access issues are not ignored 
Circulate information regarding the meeting to the community and invited guests 
Contact key people and provide details of the meeting 
Agree to the Chairperson for the meeting according to community procedure 
Follow relevant meeting protocols to ensure consistency in the conduct of the meetings 
Acknowledge all points of view through appropriate processes of discussion and documentation 
Encourage full participation 
Seek consensus in decision-making 
Manage appropriately difficult situations 
Clarify and note recommended actions resulting from decisions 
Nominate people and organisations responsible for actions 
Record decisions and recommended actions 
Share meeting outcomes with participants and relevant others 
Advise participants to utilise their networks to communicate information and decisions 
Action decisions of the meeting through relevant individuals, groups and agencies 
Report results to participating Elders and organisations through established channels 

Forms

Assessment Cover Sheet

BSBATSIC510B - Conduct a community meeting
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

BSBATSIC510B - Conduct a community meeting

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: