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

BSBATSIM421A Mapping and Delivery Guide
Support a positive and culturally appropriate workplace culture

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency BSBATSIM421A - Support a positive and culturally appropriate workplace culture
Description This unit describes the performance outcomes, skills and knowledge required of a board member to contribute to the development and maintenance of a positive and culturally appropriate workplace culture.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 responsible for monitoring and guiding the activities of Aboriginal and Torres Strait Islander organisations.
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: Promote respect toward people in the workplace
  • Promote cultural views and values in the workplace
  • Treat individuals and groups from different backgrounds, cultures and languages with respect and sensitivity
  • Identify and enhance the positive qualities of people
  • Take into account the impact of board decisions on human values when making decisions
  • Identify how past experiences may impact on people's behaviour, skills and knowledge
       
Element: Provide support to others
  • Identify the knowledge, skills and experience of others
  • Share knowledge and skills with others
  • Resolve issues in culturally appropriate and sensitive ways
  • Use active listening skills when communicating
  • Encourage others to take on new challenges
  • Demonstrate approachability and openness to suggestions
       
Element: Promote an environment that encourages people to enhance their skills and knowledge
  • Support others to achieve work goals
  • Develop and apply strategies to recognise achievements
  • Support others to undertake relevant professional development
       
Element: Encourage teamwork
  • Develop strategies that support a team approach
  • Clearly outline expectations of team members
  • Develop and apply strategies that recognise individuals' contributions to the team
       
Element: Reduce the potential for cross-cultural misunderstandings
  • Identify issues that may cause cross-cultural conflict or misunderstanding in the workplace
  • Work with board members and the manager to develop and implement strategies to reduce cross-cultural misunderstandings in the workplace
       
Element: Provide constructive feedback
  • Encourage provision of constructive feedback in the workplace
  • Clarify with board members and management whose role it is to provide feedback to staff members about their performance
  • Provide feedback to people about their performance where appropriate
       


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:

support others to achieve work goals

treat staff and colleagues with respect and sensitivity

communicate appropriately with people from a range of diverse backgrounds

employ strategies to encourage teamwork and reduce the potential for cross-cultural misunderstandings.

Context of and specific resources for assessment

Assessment must ensure:

participation on an actual or simulated board

access to examples of issues that arise in workplaces

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

demonstration of techniques

observation of presentations and group discussions

oral or written questioning to assess knowledge

observation of performance in role plays

analysis of feedback from staff members, other board members and the community regarding performance.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

BSBATSIC412A Maintain and protect cultural values in the 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

active listening skills to enhance communication

communication and teamwork skills to work cooperatively with other board members, management and staff of the organisation, members, community and key stakeholders

initiative skills to demonstrate cross-cultural competence, ensuring a culturally appropriate workplace that respects people from a range of backgrounds

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

mentoring and motivation skills to support others in their work

problem-solving skills to identify and manage potential causes of misunderstandings

Required knowledge

concept of community control of organisations and how it may impact on the day-to-day operations of the organisation

cultural context in which Aboriginal and Torres Strait Islander boards operate, including role in upholding traditional and cultural values and how that impacts on workplace environment

equity and diversity principles

geographic, social, economic and political contexts in which particular organisations operate and how these may impact on the workplace environment and culture

organisationalpolicies, procedures and code of conduct

professional development options

protocols and cultural responsibilities relevant to the role of a board member

respective roles and responsibilities of board members and the manager

strategies for active listening

strategies for giving and receiving feedback

strategies for managing disagreements and cross-cultural misunderstandings

teamwork theory and approaches

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.

Positive qualities may include:

attitudes and values

initiative

skills and abilities.

Past experiences may relate to:

culture

effects of government policies

educational opportunities

family situations

trauma.

Knowledge, skills and experience may include:

interpersonal skills

traditional knowledge and skills

work skills.

Others may include:

board members

community members

staff members.

Achievements may include:

personal

cultural

family

sport

work-based.

Professional development may include:

career planning

cultural enhancement

further education

personal development

work skills.

Feedback may be:

to staff by staff

to staff by a board nominee.

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
Promote cultural views and values in the workplace 
Treat individuals and groups from different backgrounds, cultures and languages with respect and sensitivity 
Identify and enhance the positive qualities of people 
Take into account the impact of board decisions on human values when making decisions 
Identify how past experiences may impact on people's behaviour, skills and knowledge 
Identify the knowledge, skills and experience of others 
Share knowledge and skills with others 
Resolve issues in culturally appropriate and sensitive ways 
Use active listening skills when communicating 
Encourage others to take on new challenges 
Demonstrate approachability and openness to suggestions 
Support others to achieve work goals 
Develop and apply strategies to recognise achievements 
Support others to undertake relevant professional development 
Develop strategies that support a team approach 
Clearly outline expectations of team members 
Develop and apply strategies that recognise individuals' contributions to the team 
Identify issues that may cause cross-cultural conflict or misunderstanding in the workplace 
Work with board members and the manager to develop and implement strategies to reduce cross-cultural misunderstandings in the workplace 
Encourage provision of constructive feedback in the workplace 
Clarify with board members and management whose role it is to provide feedback to staff members about their performance 
Provide feedback to people about their performance where appropriate 

Forms

Assessment Cover Sheet

BSBATSIM421A - Support a positive and culturally appropriate workplace culture
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

BSBATSIM421A - Support a positive and culturally appropriate workplace culture

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: