- BSBGOV401A - Implement Board member responsibilities
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
BSBGOV401A Mapping and Delivery Guide
Implement Board member responsibilities
Version 1.0
Issue Date: March 2024
Qualification | - |
Unit of Competency | BSBGOV401A - Implement Board member responsibilities |
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Description | This unit describes the performance outcomes, skills and knowledge required to undertake the diverse roles and responsibilities required of a Board member.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. | ||
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. |
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Prerequisites/co-requisites | |||
Competency Field | Regulation, Licensing and Risk - 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 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Identify the business of the organisation |
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Element: Monitor operations |
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Element: Follow the legal requirements when carrying out Board duties |
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Element: Monitor trends and changes in the community |
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Element: Receive and act on community and stakeholder feedback |
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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: contributing to analysis and decision making of issues affecting Board and organisational performance managing a number of different tasks dealing with irregularities and breakdowns in routine knowledge of organisational constitution, codes of conduct functions, policies and procedures. |
Context of and specific resources for assessment | Assessment must ensure: participation on an actual or simulated Board access to office equipment and resources examples of issues worked with by boards of governance, including community complaints, strategic decisions and internal staffing issues examples of relevant documents. |
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate assessment of explanation of core functions of the organisation assessment of descriptions of relevant provisions of the legislation under which the organisation operates analysis of responses to case studies and scenarios demonstration of techniques observation of presentations oral or written questioning to assess knowledge of the roles and responsibilities of Board members observation of performance in role plays review of documented feedback from the community and stakeholders about services. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other governance units. |
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.
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Required skills |
culturally appropriate communication skills to relate to people from diverse backgrounds and to people with diverse abilities communication and negotiation skills to work cooperatively with other Board members, management and staff of the organisation, key stakeholders and members of the community literacy skills to read and interpret rules, regulations, policies and other workplace documentation evaluation and decision making skills to review information presented to the Board and to enact decisions. |
Required knowledge |
cultural context relevant to the community and location: as boards of governance oversee a wide variety of organisations, they must therefore ensure that they operate within the traditional and cultural values of the relevant context/s key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: anti-discrimination legislation consumer and corporations laws including appropriate state legislation ethical principles privacy laws organisational constitution, codes of conduct functions, policies and procedures. |
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. | |
Core functions may relate to: | provision of specific goods provision of specific services specific cultural contexts: Boards of Indigenous organisations that are upholders of traditional and cultural values |
Stakeholders and other organisations/entities may include: | commercial businesses owned by the corporation community groups and organisations competitors consumers joint owned entities held by other organisations specific cultural groups: related and non-related Aboriginal and Torres Strait Islander organisations suppliers trusts held by the organisation |
Operational area may include: | divisions, branches and positions within the organisation lines of accountability |
Information provided to review effectiveness may include: | anecdotal information from the community financial reports reports from staff, consultants, other bodies |
Legislation may include: | Aboriginal Councils and Associations Act 1976 commonwealth, state/territory occupational health and safety (OHS) statutes state/territory acts relating to core functions of the business or organisation workplace agreements |
Corporations Law may include: | Corporations (Aboriginal and Torres Strait Islanders) Act, as applicable to a range of Indigenous organisations liabilities of Board members responsibilities of Board members |
Workplace responsibilities may include: | equal opportunity OHS staff contracts |
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 |
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Ensure the history of the organisation is known and understood | |||
List and explain the core functions of the organisation | |||
Explain the relationship between the organisation, stakeholders and other organisations/entities | |||
Identify and document outcomes for each operational area | |||
Use information provided to review effectiveness and efficiency of operations | |||
Suggest changes to operations if necessary | |||
List and describe relevant provisions of the legislation under which the organisation operates | |||
Adhere to relevant aspects of Corporations Law | |||
Adhere to the constitution of the organisation | |||
List and comply with workplace responsibilities | |||
Comply with the terms and conditions of funding agreements | |||
Attend community meetings, speaking on behalf of the Board as required and delegated | |||
Maintain information and awareness of key stakeholders and political issues | |||
Ensure the Board is informed of identified community and stakeholder needs | |||
Review policies with respect to changing community needs, and incorporate into operations as required | |||
Receive and document feedback from the community and stakeholders about services | |||
Evaluate feedback | |||
Deal with feedback in accordance with policies and procedures, and in consultation with management | |||
Document and support decisions with management |
Forms
Assessment Cover Sheet
BSBGOV401A - Implement Board member responsibilities
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
BSBGOV401A - Implement Board member responsibilities
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: