- BSBATSIL502B - Work with the manager
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
BSBATSIL502B Mapping and Delivery Guide
Work with the manager
Version 1.0
Issue Date: March 2024
Qualification | - |
Unit of Competency | BSBATSIL502B - Work with the manager |
---|---|---|---|
Description | This unit covers appointing the Manager, clarifying respective roles and working together effectively on an on going basis. This unit, in combination with BSBATSIL508B Be a community leader and BSBATSIL501B Meet the roles and responsibilities of a Board member (2), is equivalent to SRXGOV001A Participate as a member of an effective Board organisation.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 appointing the Manager, clarifying respective roles and working together effectively on an on going basis. This unit, in combination with BSBATSIL508B Be a community leader and BSBATSIL501B Meet the roles and responsibilities of a Board member (2), is equivalent to SRXGOV001A Participate as a member of an effective Board organisation.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: Appoint and monitor the Manager |
| |||||||
Element: Define the roles of Board and Manager |
| |||||||
Element: Work with the Manager |
|
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 Performance of all roles of a Board member |
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 |
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 and written communication Follow rules and regulations Cross-cultural competence, including gender and disability Evaluation and decision-making Networking Negotiation Evaluation |
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), cultural business, family and community responsibilities and Aboriginal learning styles 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 constitution, function, policies and procedures Code of Conduct Manager's contract |
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 independent assistance may include: | senior government or non government personnel consultants |
Regular review may include: | assessment against performance outcomes interview independent assessment |
Leadership role may include: | planning future directions setting policies making critical decisions recruiting the CEO representing the organisation |
Areas of responsibility may include: | confidentiality authority |
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 |
---|---|---|---|
Recruit the Manager with appropriate independent assistance | |||
Draw up performance outcomes and include in the contract | |||
Review regularly the Manager's performance in accordance with the contract | |||
Discuss, define and document the leadership role of the Board | |||
Clarify and document the duties of the Manager | |||
Discuss areas of responsibility and agree and document guidelines, where Board members are also employed staff | |||
Receive information and advice from the Manager and apply in decision-making | |||
Instruct the Manager to implement policy decisions and follow specific directions | |||
Receive feedback from the Manager about previous directions |
Forms
Assessment Cover Sheet
BSBATSIL502B - Work with the manager
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
BSBATSIL502B - Work with the manager
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: