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Evidence Guide: BSBATSIL512A - Be a leader in 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

 

BSBATSIL512A - Be a leader in the community

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

Lead by example

  1. Identify the qualities of effective community leaders
  2. Analyse own leadership style and performance
  3. Use knowledge and skills to communicate effectively and demonstrate respect for community values
  4. Identify changes that may affect the organisation and the community and discuss their implications
  5. Implement change in a culturally sensitive way
  6. Identify how personal actions can impact on others
Identify the qualities of effective community leaders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse own leadership style and performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use knowledge and skills to communicate effectively and demonstrate respect for community values

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify changes that may affect the organisation and the community and discuss their implications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement change in a culturally sensitive way

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify how personal actions can impact on others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access information about the community

  1. Gather and analyse information on social, cultural and economic needs of all sections of the community
  2. Follow protocols for information sharing
Gather and analyse information on social, cultural and economic needs of all sections of the community

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow protocols for information sharing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage others to participate in the organisation's activities

  1. Encourage the involvement of members of the community in the governance of the organisation
  2. Encourage active community participation in the organisation
  3. Promote a team and community approach to the activities of the organisation
Encourage the involvement of members of the community in the governance of the organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage active community participation in the organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote a team and community approach to the activities of the organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the big picture on community issues

  1. Form opinions after researching the background to community issues
  2. Consider and discuss regional and national issues relating to Aboriginal and Torres Strait Islander people and the wider community
  3. Consult Elders, traditional owners, government departments and others regarding community issues
Form opinions after researching the background to community issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider and discuss regional and national issues relating to Aboriginal and Torres Strait Islander people and the wider community

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult Elders, traditional owners, government departments and others regarding community issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide directions and make decisions

  1. Identify and document options to address community and organisational issues
  2. Present options for community discussion
  3. Consider and evaluate other points of view when making clear, rational decisions that reflect community wishes
  4. Promote consensus where there is a difference of opinion
  5. Inform Elders, traditional owners and others about how and why decisions are made
  6. Implement and follow decisions made by the board
Identify and document options to address community and organisational issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present options for community discussion

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider and evaluate other points of view when making clear, rational decisions that reflect community wishes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote consensus where there is a difference of opinion

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inform Elders, traditional owners and others about how and why decisions are made

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement and follow decisions made by the board

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate with others to promote community interests

  1. Give priority to community interests in dealing with government, business and other organisations
  2. Represent the views of the board to others
  3. Negotiate and document outcomes that represent the best possible solutions for the community at the time
Give priority to community interests in dealing with government, business and other organisations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Represent the views of the board to others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate and document outcomes that represent the best possible solutions for the community at the time

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

See both sides of community issues

  1. Analyse points of view expressed on an issue in terms of their impact on the community and the organisation
  2. Include Aboriginal and Torres Strait Islander and non-Aboriginal and Torres Strait Islander points of view when making decisions
  3. Support decisions that reflect the long-term wellbeing of the whole community
Analyse points of view expressed on an issue in terms of their impact on the community and the organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Include Aboriginal and Torres Strait Islander and non-Aboriginal and Torres Strait Islander points of view when making decisions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support decisions that reflect the long-term wellbeing of the whole 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 ability to:

identify community needs, government policies and other factors that have an impact on Aboriginal and Torres Strait Islander communities

evaluate ideas and opinions, and make decisions based on the best interests of the community

provide direction and leadership to ensure involvement and community wellbeing

Context of and specific resources for assessment

Assessment must ensure:

participation on an actual or simulated board

access to examples of community issues relevant to boards of governance

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

observation of presentations

oral or written questioning to assess knowledge

observation of performance in role plays

analysis of feedback from other board members, staff, community or other stakeholders regarding performance.

Guidance information for assessment

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

BSBATSIW514C Represent your organisation.

Required Skills and Knowledge

Required skills

communication, teamwork and negotiation skills to:

gather and present information

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

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

facilitation and communication skills to:

effectively communicate information to others

represent the board and community to others

mentoring, motivation and networking skills to encourage others to participate

problem-solving skills to identify and manage real and perceived conflict of interest between parties

leadership skills required to provide direction and guidance to the community

research, evaluation and decision-making skills to:

gather information

monitor and review information presented to the board

enact decisions

Required knowledge

change management processes

characteristics of effective community leadership

concept of community control of organisations and how it may impact on community leadership

cultural context in which Aboriginal and Torres Strait Islander boards operate, including their role in upholding traditional and cultural values, and how that might impact on community leadership

current issues that might impact on the organisation, its members and community

geographic, social, economic and political contexts in which particular organisations operate and how these may impact on community leadership

information about the community and its needs

information on government policy and other factors that affect Aboriginal and Torres Strait Islander communities

leadership styles

relevant protocols and cultural responsibilities that impact on community leadership

traditional and current leadership models and theories

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 values may include:

caring for country

importance of family, kin and community

maintenance of culture and heritage

respect for others.

Others may include:

community members

Elders

staff

traditional owners.

Social, cultural and economic needs may include:

education and health

employment

housing

law, lore and ceremony.

Protocols for information sharing may relate to:

confidentiality and privacy

land matters

men and women's business

storage and transfer of information.

Processes for making decisions may include:

communicating decisions

consultation with Elders and traditional owners

consensus

decision by authority

majority voting.