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

BSBATSIC511A Mapping and Delivery Guide
Plan and conduct a community meeting

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency BSBATSIC511A - Plan and conduct a community meeting
Description This unit describes the performance outcomes, skills and knowledge required to plan and conduct community meetings that the board initiates or facilitates.Some aspects of governance activities may be subject to legislation, rules, regulations and codes of practice relevant to different job roles and jurisdictions.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to individuals who need to communicate with community members in their role of monitoring and guiding the activities of the organisation.
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 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 on the purpose, location, date and time of the proposed meeting with appropriate people
  • Develop a broad agenda and list of invited guests in consultation with appropriate people
  • Communicate details of the meeting to the community, invited guests and other key people and groups
  • Plan transport and other arrangements to maximise attendance
  • Address the requirements of people with special needs to ensure equity and access
       
Element: Conduct the meeting
  • Follow community procedures for choosing a chairperson for the meeting
  • Follow the agenda and relevant meeting protocols
  • Acknowledge all points of view through appropriate meeting processes of discussion and documentation
  • Encourage full participation
  • Seek consensus in decision making
  • Manage difficult situations appropriately
       
Element: Record decisions
  • Clearly outline meeting decisions being voted on to those present
  • Clarify recommended actions resulting from decisions with participants
  • Identify people and organisations responsible for actions
  • Record decisions and recommended actions
       
Element: Communicate outcomes
  • Share meeting outcomes with board, members and relevant others
  • Encourage participants to use their networks to communicate information provided and decisions made at the meeting
  • Follow up people and organisations identified as responsible for actions to ensure they understand what is required
  • Report outcomes to participating Elders, community members 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 ability to:

plan a community meeting to ensure participation of appropriate people

conduct a community meeting that provides participants with an opportunity to share views

put in place processes to inform appropriate people about what occurred at the meeting and the outcomes of proposed action.

Context of and specific resources for assessment

Assessment must ensure:

participation in an actual or simulated community meeting

access to examples of issues raised at community meetings

meeting participants

knowledge and performance are assessed over time to confirm consistency in performance.

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:

observation of performance in a community meeting or simulated community meeting

direct questioning combined with reflection of practical performance by the candidate

analysis of responses to case studies and scenarios

demonstration of techniques

observation of presentations and group discussions

oral or written questioning to assess knowledge

observation of performance in role plays

analysis of feedback from other board members, staff, community or other stakeholders regarding performance.

Guidance information for assessment

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

BSBATSIL512A Be a leader in 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

communication, teamwork and negotiation skills to work cooperatively with other board members, management and staff of the organisation, members, community and key stakeholders

culturally appropriate communication skills to relate to people from diverse backgrounds and with diverse abilities

leadership and networking skills to encourage participation and ensure meeting effectiveness

negotiation and conflict-management skills to handle differences of opinion

planning skills to increase participation and ensure protocols are followed

facilitation and public-speaking skills to manage the meeting, present ideas and communicate effectively with the audience

Required knowledge

community consultation methods

concept of community control of organisations and how it may impact on the conduct of community meetings

consensus decision-making principles

cultural context in which Aboriginal and Torres Strait Islander boards operate, including their role in upholding traditional and cultural values, and how that might impact on the conduct of community meetings

decision-making strategies

geographic, social, economic and political contexts in which particular organisations operate and how these may impact on the conduct of community meetings

organisationalpolicies and procedures relevant to community meetings

provisions of federal, state or territory legislation and funding body requirements that influence decisionmaking

relevant community bodies that might be included in community meetings

relevant protocols and cultural responsibilities in relation to conducting community meetings

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

managers

members

staff

traditional owners.

Invited guests may include:

Elders

government representatives

land councils

members

representatives of local businesses

representatives of other Aboriginal and Torres Strait Islander organisations or communities

staff

traditional owners.

Communication may include:

email

facsimile

notices

networks

posters

telephone

word of mouth.

Special needs may relate to:

arrangements for people with disabilities

child care

cultural brokers

interpreters

transport.

Protocols may include:

agenda formats

introductions, welcomes and acknowledgements

land, gender and clan issues

meeting procedures

minute taking

order of speakers.

Meeting processes may include:

decision-making processes

forms of discussion

gender groups

language.

Difficult situations may include:

conflict

impasse in decision making

organisational problems.

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 on the purpose, location, date and time of the proposed meeting with appropriate people 
Develop a broad agenda and list of invited guests in consultation with appropriate people 
Communicate details of the meeting to the community, invited guests and other key people and groups 
Plan transport and other arrangements to maximise attendance 
Address the requirements of people with special needs to ensure equity and access 
Follow community procedures for choosing a chairperson for the meeting 
Follow the agenda and relevant meeting protocols 
Acknowledge all points of view through appropriate meeting processes of discussion and documentation 
Encourage full participation 
Seek consensus in decision making 
Manage difficult situations appropriately 
Clearly outline meeting decisions being voted on to those present 
Clarify recommended actions resulting from decisions with participants 
Identify people and organisations responsible for actions 
Record decisions and recommended actions 
Share meeting outcomes with board, members and relevant others 
Encourage participants to use their networks to communicate information provided and decisions made at the meeting 
Follow up people and organisations identified as responsible for actions to ensure they understand what is required 
Report outcomes to participating Elders, community members and organisations through established channels 

Forms

Assessment Cover Sheet

BSBATSIC511A - Plan and 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

BSBATSIC511A - Plan and 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: