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

BSBATSIL509B Mapping and Delivery Guide
Manage self as a Board member

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency BSBATSIL509B - Manage self as a Board member
Description This unit covers presenting as a confident member of the Board, respecting culture, contributing positively, working with others and seeing the big picture.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 presenting as a confident member of the Board, respecting culture, contributing positively, working with others and seeing the big picture.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: Act in accordance with culture
  • Demonstrate respect for local history
  • Identify and follow community protocols
       
Element: Act within professional boundaries
  • Adhere to personal legal responsibilities under corporations law
  • Follow the Code of Conduct
  • Identify and manage conflicts in role for Board members who are also staff
  • Exercise conduct of Board member without compromising the safety of self or others
       
Element: Participate actively
  • Attend regularly meetings and other activities
  • Contribute to discussions positively and constructively
  • Prepared for meetings and follow up with diligence
       
Element: Encourage and respect contributions from others
  • Listen to others' points of view
  • Represent objectively the community's views
  • Provide the community with feedback
  • Seek consensus
       
Element: Work with the wider community
  • Keep up to date with Local Aboriginal and Torres Strait Islander and non-Aboriginal and Torres Strait Islander issues
  • Identify and undertake cooperative actions involving other groups
  • Respect the values, policies and processes of other groups
       


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

Constructive outcomes as a member of the Board

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:

BSBATSIL503B Manage conflict

BSBATSIC411B Communicate with the community

BSBATSIW514B Represent your organisation.

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

Written and oral communication

Ability to work in a team

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), 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

Community history

Organisation processes

Corporations Law

Rules of the constitution

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 include:

defining events

economic development

cultural diversity

Community protocols may include:

gender

kinship

land ownership

birth, marriage and death

Legal responsibilities under corporation law may include:

responsibilities - honesty, due diligence, declaring interests

liabilities - decisions and actions that might affect the organisation adversely

Code of Conduct may include:

declarations of conflicts of interest

declarations of pecuniary interest

Safety of others may include:

responsibilities to staff

services/products to the community

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

competing interests in land

other developments

community tension around crime and alcohol use

Other groups may include:

Aboriginal and Torres Strait Islander organisations

Local Government

local business

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 corporations law 
Follow the Code of Conduct 
Identify and manage conflicts in role for Board members who are also staff 
Exercise conduct of Board member without compromising the safety of self or others 
Attend regularly meetings and other activities 
Contribute to discussions positively and constructively 
Prepared for meetings and follow up with diligence 
Listen to others' points of view 
Represent objectively the community's views 
Provide the community with feedback 
Seek consensus 
Keep up to date with Local Aboriginal and Torres Strait Islander and non-Aboriginal and Torres Strait Islander issues 
Identify and undertake cooperative actions involving other groups 
Respect the values, policies and processes of other groups 

Forms

Assessment Cover Sheet

BSBATSIL509B - Manage self 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

BSBATSIL509B - Manage self 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: