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
  • 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
       
Element: Define the roles of Board and Manager
  • 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
       
Element: Work with the Manager
  • 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
       


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: