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

BSBATSIM507B Mapping and Delivery Guide
Establish and maintain a strategic planning cycle

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency BSBATSIM507B - Establish and maintain a strategic planning cycle
Description This unit covers the planning process to assist Board members develop and implement a strategic planning cycle.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.This unit covers the planning process to assist Board members develop and implement a strategic planning cycle.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
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: Define planning
  • Clarify the need to plan and how to proceed
  • Identify and document outcomes of what is to be achieved
  • Include the community and staff in the planning process
       
Element: Develop a map of the organisation
  • Define and document client groups and target activity areas
  • Discuss and document organisational resources
  • Identify and document service allies and competitors
  • Identify, discuss and document positive and negative changes in the wider community
       
Element: Clarify the philosophy, beliefs and values of the organisation
  • Explain and document the importance of organisational philosophy
  • Identify and document values within the organisation
  • Ensure an agreed philosophy statement is discussed, documented and endorsed by the Board
       
Element: Develop the organisation's vision statement
  • Outline and agree on a vision statement and its importance
  • Develop and document a draft vision statement
  • Ensure the draft vision statement is reviewed, amended and endorsed by the Board
       
Element: Develop organisational objectives
  • Explain and document the importance of organisational objectives
  • Develop and draft objectives for key aspects of the vision
  • Identify and document realistic outcome statements
  • Ensure objectives are reviewed and endorsed by the Board
       
Element: Develop strategies and an action plan
  • Discuss and illustrate strategies and the action plan
  • Identify and document special factors which may affect success
  • Develop and document strategies for each objective
  • Develop a broad action plan for 3-5 years
  • Ensure the overall plan is reviewed and endorsed by the Board
       
Element: Evaluate the plan
  • Discuss the evaluation of the plan and document future processes
  • Review, amend as required and document the vision, objectives, strategies and the action plan
       


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

A strategic planning cycle is established and maintained

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

Ability to work in a team

Cross-cultural competence, including gender and disability

Evaluation and decision-making

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), Aboriginal learning styles, cultural business, family and community responsibilities and local history

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 processes

Equity and diversity principles

Code of Conduct

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.

All levels of the organisation may include:

Board

senior management

staff

Organisational resources may include:

people expertise

buildings

capital equipment

political influence

Changes in the wider community may include:

legislation

funding sources

new competitors

Values may include:

heritage

culture

community

family

business practices

service / product standards

staff management

Vision may include:

long term community goals

organisational goals

Objectives may include:

financial

services / products

human resources

Board practices

Strategies may include:

programs

community involvement

culture

Special factors may include:

technical

resources

political

cultural

Form and process of evaluation may include:

types of information

timing

personnel

community involvement

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
Clarify the need to plan and how to proceed 
Identify and document outcomes of what is to be achieved 
Include the community and staff in the planning process 
Define and document client groups and target activity areas 
Discuss and document organisational resources 
Identify and document service allies and competitors 
Identify, discuss and document positive and negative changes in the wider community 
Explain and document the importance of organisational philosophy 
Identify and document values within the organisation 
Ensure an agreed philosophy statement is discussed, documented and endorsed by the Board 
Outline and agree on a vision statement and its importance 
Develop and document a draft vision statement 
Ensure the draft vision statement is reviewed, amended and endorsed by the Board 
Explain and document the importance of organisational objectives 
Develop and draft objectives for key aspects of the vision 
Identify and document realistic outcome statements 
Ensure objectives are reviewed and endorsed by the Board 
Discuss and illustrate strategies and the action plan 
Identify and document special factors which may affect success 
Develop and document strategies for each objective 
Develop a broad action plan for 3-5 years 
Ensure the overall plan is reviewed and endorsed by the Board 
Discuss the evaluation of the plan and document future processes 
Review, amend as required and document the vision, objectives, strategies and the action plan 

Forms

Assessment Cover Sheet

BSBATSIM507B - Establish and maintain a strategic planning cycle
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

BSBATSIM507B - Establish and maintain a strategic planning cycle

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: