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Evidence Guide: BSBATSIL502B - Work with the manager

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

 

BSBATSIL502B - Work with the manager

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

Appoint and monitor the Manager

  1. Recruit the Manager with appropriate independent assistance
  2. Draw up performance outcomes and include in the contract
  3. Review regularly the Manager's performance in accordance with the contract
Recruit the Manager with appropriate independent assistance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Draw up performance outcomes and include in the contract

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review regularly the Manager's performance in accordance with the contract

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define the roles of Board and Manager

  1. Discuss, define and document the leadership role of the Board
  2. Clarify and document the duties of the Manager
  3. Discuss areas of responsibility and agree and document guidelines, where Board members are also employed staff
Discuss, define and document the leadership role of the Board

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify and document the duties of the Manager

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss areas of responsibility and agree and document guidelines, where Board members are also employed staff

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with the Manager

  1. Receive information and advice from the Manager and apply in decision-making
  2. Instruct the Manager to implement policy decisions and follow specific directions
  3. Receive feedback from the Manager about previous directions
Receive information and advice from the Manager and apply in decision-making

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Instruct the Manager to implement policy decisions and follow specific directions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Receive feedback from the Manager about previous directions

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

Performance of all roles of a Board member

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 and written communication

Follow rules and regulations

Cross-cultural competence, including gender and disability

Evaluation and decision-making

Networking

Negotiation

Evaluation

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

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 constitution, function, policies and procedures

Code of Conduct

Manager's contract

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.

Appropriate independent assistance may include:

senior government or non government personnel

consultants

Regular review may include:

assessment against performance outcomes

interview

independent assessment

Leadership role may include:

planning future directions

setting policies

making critical decisions

recruiting the CEO

representing the organisation

Areas of responsibility may include:

confidentiality

authority