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

BSBATSIL512A Mapping and Delivery Guide
Be a leader in the community

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency BSBATSIL512A - Be a leader in the community
Description This unit describes the performance outcomes, skills and knowledge required to undertake a leadership role as a board member.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: Lead by example
  • Identify the qualities of effective community leaders
  • Analyse own leadership style and performance
  • Use knowledge and skills to communicate effectively and demonstrate respect for community values
  • Identify changes that may affect the organisation and the community and discuss their implications
  • Implement change in a culturally sensitive way
  • Identify how personal actions can impact on others
       
Element: Access information about the community
  • Gather and analyse information on social, cultural and economic needs of all sections of the community
  • Follow protocols for information sharing
       
Element: Encourage others to participate in the organisation's activities
  • Encourage the involvement of members of the community in the governance of the organisation
  • Encourage active community participation in the organisation
  • Promote a team and community approach to the activities of the organisation
       
Element: Determine the big picture on community issues
  • Form opinions after researching the background to community issues
  • Consider and discuss regional and national issues relating to Aboriginal and Torres Strait Islander people and the wider community
  • Consult Elders, traditional owners, government departments and others regarding community issues
       
Element: Provide directions and make decisions
  • Identify and document options to address community and organisational issues
  • Present options for community discussion
  • Consider and evaluate other points of view when making clear, rational decisions that reflect community wishes
  • Promote consensus where there is a difference of opinion
  • Inform Elders, traditional owners and others about how and why decisions are made
  • Implement and follow decisions made by the board
       
Element: Negotiate with others to promote community interests
  • Give priority to community interests in dealing with government, business and other organisations
  • Represent the views of the board to others
  • Negotiate and document outcomes that represent the best possible solutions for the community at the time
       
Element: See both sides of community issues
  • Analyse points of view expressed on an issue in terms of their impact on the community and the organisation
  • Include Aboriginal and Torres Strait Islander and non-Aboriginal and Torres Strait Islander points of view when making decisions
  • Support decisions that reflect the long-term wellbeing of the whole community
       


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:

identify community needs, government policies and other factors that have an impact on Aboriginal and Torres Strait Islander communities

evaluate ideas and opinions, and make decisions based on the best interests of the community

provide direction and leadership to ensure involvement and community wellbeing

Context of and specific resources for assessment

Assessment must ensure:

participation on an actual or simulated board

access to examples of community issues relevant to boards of governance

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 on a board or simulated board

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

analysis of responses to case studies and scenarios

observation of presentations

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:

BSBATSIW514C 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

communication, teamwork and negotiation skills to:

gather and present information

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

facilitation and communication skills to:

effectively communicate information to others

represent the board and community to others

mentoring, motivation and networking skills to encourage others to participate

problem-solving skills to identify and manage real and perceived conflict of interest between parties

leadership skills required to provide direction and guidance to the community

research, evaluation and decision-making skills to:

gather information

monitor and review information presented to the board

enact decisions

Required knowledge

change management processes

characteristics of effective community leadership

concept of community control of organisations and how it may impact on community leadership

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 community leadership

current issues that might impact on the organisation, its members and community

geographic, social, economic and political contexts in which particular organisations operate and how these may impact on community leadership

information about the community and its needs

information on government policy and other factors that affect Aboriginal and Torres Strait Islander communities

leadership styles

relevant protocols and cultural responsibilities that impact on community leadership

traditional and current leadership models and theories

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.

Community values may include:

caring for country

importance of family, kin and community

maintenance of culture and heritage

respect for others.

Others may include:

community members

Elders

staff

traditional owners.

Social, cultural and economic needs may include:

education and health

employment

housing

law, lore and ceremony.

Protocols for information sharing may relate to:

confidentiality and privacy

land matters

men and women's business

storage and transfer of information.

Processes for making decisions may include:

communicating decisions

consultation with Elders and traditional owners

consensus

decision by authority

majority voting.

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
Identify the qualities of effective community leaders 
Analyse own leadership style and performance 
Use knowledge and skills to communicate effectively and demonstrate respect for community values 
Identify changes that may affect the organisation and the community and discuss their implications 
Implement change in a culturally sensitive way 
Identify how personal actions can impact on others 
Gather and analyse information on social, cultural and economic needs of all sections of the community 
Follow protocols for information sharing 
Encourage the involvement of members of the community in the governance of the organisation 
Encourage active community participation in the organisation 
Promote a team and community approach to the activities of the organisation 
Form opinions after researching the background to community issues 
Consider and discuss regional and national issues relating to Aboriginal and Torres Strait Islander people and the wider community 
Consult Elders, traditional owners, government departments and others regarding community issues 
Identify and document options to address community and organisational issues 
Present options for community discussion 
Consider and evaluate other points of view when making clear, rational decisions that reflect community wishes 
Promote consensus where there is a difference of opinion 
Inform Elders, traditional owners and others about how and why decisions are made 
Implement and follow decisions made by the board 
Give priority to community interests in dealing with government, business and other organisations 
Represent the views of the board to others 
Negotiate and document outcomes that represent the best possible solutions for the community at the time 
Analyse points of view expressed on an issue in terms of their impact on the community and the organisation 
Include Aboriginal and Torres Strait Islander and non-Aboriginal and Torres Strait Islander points of view when making decisions 
Support decisions that reflect the long-term wellbeing of the whole community 

Forms

Assessment Cover Sheet

BSBATSIL512A - Be a leader in the community
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

BSBATSIL512A - Be a leader in the community

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: