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Evidence Guide: BSBATSIC411B - Communicate with the community

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

BSBATSIC411B - Communicate with the community

What evidence can you provide to prove your understanding of each of the following citeria?

Collect information about the community on an on going basis

  1. Convene a regular community forum
  2. Utilise formal and informal community networks to share information
  3. Encourage, respect and document community contributions
  4. Respect confidentiality
Convene a regular community forum

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Utilise formal and informal community networks to share information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage, respect and document community contributions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respect confidentiality

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information to the community about the organisation's activities and Board decisions

  1. Provide to the community information about the organisation's activities
  2. Advise the community regularly of Board decisions and the reasons behind them
  3. Follow protocols relating to information
Provide to the community information about the organisation's activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advise the community regularly of Board decisions and the reasons behind them

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow protocols relating to information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify issues and problems jointly with the community

  1. Raise, discuss and document community concerns
  2. Invite individuals and groups affected by issues to participate
  3. Research background information through relevant networks
Raise, discuss and document community concerns

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Invite individuals and groups affected by issues to participate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research background information through relevant networks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify options with the community

  1. Discuss and document possible options for action
  2. Identify and list the advantages and disadvantages of each option
  3. Select and document preferred options
  4. Convey information to the Board
  5. Convey the Board's response to the community
Discuss and document possible options for action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and list the advantages and disadvantages of each option

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select and document preferred options

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Convey information to the Board

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Convey the Board's response to the community

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Communicating effectively with the community

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

Required Skills and Knowledge

Required skills

Oral or written communication

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), 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

Range Statement

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 forums must include:

diverse groups, including women and youth

Methods of advising the community may include:

newsletters, notices etc in plain English or Aboriginal English

open Board meetings

forums

open days

consultations

networks

community meetings

site visits

Protocols for information sharing may include:

land issues

gender issues

Individuals, groups and networks may include:

Elders

Custodians

women

young people

government departments

Other organisations may include:

Aboriginal and Torres Strait Islander organisations

CDEP

mainstream community groups