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

BSBATSIL412A Mapping and Delivery Guide
Participate effectively as a board member

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency BSBATSIL412A - Participate effectively as a board member
Description This unit describes the performance outcomes, skills and knowledge required to operate as a confident and responsible member of the board, respecting culture, contributing positively, working with others, seeing the big picture and managing personal stress.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 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 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: Act in accordance with culture and professional boundaries
  • Demonstrate respect for local history
  • Identify and follow community protocols
  • Adhere to personal legal responsibilities under corporation law
  • Follow the organisation's code of conduct
  • Identify and manage real and perceived conflict of interest
       
Element: Participate actively in board matters
  • Plan for participation in board activities
  • Attend board meetings and other board activities regularly
  • Make positive and constructive contributions to discussions
  • Prepare for meetings and undertake assigned follow-up actions
       
Element: Encourage and respect contributions from others
  • Listen to and consider others' points of view
  • Represent the community's views objectively
  • Seek consensus when decision making
       
Element: Work with the wider community
  • Keep up-to-date with local Aboriginal and Torres Strait Islander andnon-Aboriginal and Torres Strait Islander issues
  • Identify and undertake cooperative actions involving other groups
  • Demonstrate respect for the values, policies and processes of other groups
       
Element: Manage stress
  • Recognise signs of stress in self and others
  • Identify potential and actual sources of stress
  • Implement stress-reduction strategies if required
  • Evaluate the effectiveness of stress-reduction strategies and make changes if required
       


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:

undertake board duties according to cultural and legal responsibilities

actively contribute to board discussions and decision making

manage time and stress effectively to participate in board activities.

Context of and specific resources for assessment

Assessment must ensure:

access to examples of codes of conduct

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 responses to case studies and scenarios

direct questioning combined with reflection of practical board performance by the candidate

observation of performance in role plays

observation of performance on a board or simulated board

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:

BSBATSIC411C Communicate with the community

BSBATSIL411A Undertake the roles and responsibilities of a board member.

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

teamwork skills to:

work with others

participate in discussions and decision making

communication skills to ensure culturally appropriate communication takes place in meeting environments

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

evaluation and decision-making skills

listening and speaking skills to participate effectively in discussions

self-management skills to implement stress-management strategies when required

time-management skills to organise time effectively in order to maximise effectiveness as a board member

Required knowledge

key historical events of significance to the local community

code of conduct and organisational policies and procedures with regard to participation in board activities

provisions of relevant corporation law that relate to personal responsibilities as a board member

how to identify real and potential conflict of interest, and procedures to follow if these exist

relevant protocols and cultural responsibilities that impact on performance as a board member

rules of the constitution

sources and signs of stress and stress-management strategies

time-management strategies

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.

Local history may relate to:

cultural diversity

defining events

economic development

Elders

traditional owners.

Community protocols may relate to:

gender

kinship

land ownership

men's and women's business

significant events, such as birth, marriage and death

welcome to country and acknowledgements.

Legal responsibilities under corporation law may relate to:

liabilities

responsibilities.

Code of conduct may relate to:

declarations of conflict of interest

declarations of pecuniary interest

written or agreed organisation and/or board codes of conduct.

Local Aboriginal and Torres Strait Islander and non-Aboriginal and Torres Strait Islander issues may include:

community tension around local issues

competing interests in land

local politics

other developments.

Other groups may include:

Aboriginal and Torres Strait Islander organisations

local businesses

local government

non-Aboriginal and Torres Strait Islander organisations.

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
Demonstrate respect for local history 
Identify and follow community protocols 
Adhere to personal legal responsibilities under corporation law 
Follow the organisation's code of conduct 
Identify and manage real and perceived conflict of interest 
Plan for participation in board activities 
Attend board meetings and other board activities regularly 
Make positive and constructive contributions to discussions 
Prepare for meetings and undertake assigned follow-up actions 
Listen to and consider others' points of view 
Represent the community's views objectively 
Seek consensus when decision making 
Keep up-to-date with local Aboriginal and Torres Strait Islander andnon-Aboriginal and Torres Strait Islander issues 
Identify and undertake cooperative actions involving other groups 
Demonstrate respect for the values, policies and processes of other groups 
Recognise signs of stress in self and others 
Identify potential and actual sources of stress 
Implement stress-reduction strategies if required 
Evaluate the effectiveness of stress-reduction strategies and make changes if required 

Forms

Assessment Cover Sheet

BSBATSIL412A - Participate effectively as a board member
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

BSBATSIL412A - Participate effectively as a board member

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: