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Evidence Guide: BSBATSIM412B - Implement a business like approach

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

 

BSBATSIM412B - Implement a business like approach

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

Identify business like attitudes

  1. Discuss and describe differences between business-like and non business-like attitudes
  2. Identify and document key differences
  3. Identify and document differences within existing policies and programs
Discuss and describe differences between business-like and non business-like attitudes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and document key differences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and document differences within existing policies and programs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement business like practices

  1. Modify and document present policies and programs appropriately to reflect a business-like approach
  2. Advise relevant stakeholders accordingly
  3. Review, modify and document strategic and business plans
Modify and document present policies and programs appropriately to reflect a business-like approach

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advise relevant stakeholders accordingly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review, modify and document strategic and business plans

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review operations regularly

  1. Review all operations from a business-like perspective
  2. Identify areas of concern and implement actions as appropriate
Review all operations from a business-like perspective

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify areas of concern and implement actions as appropriate

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

the organisation is assisted to become more business-like and self sufficient.

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

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

Required Skills and Knowledge

Required skills

Written and oral communication

Evaluation and decision-making

Planning

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

Business processes

Organisation processes

Business support services

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.

Stakeholders may include:

community

other relevant services

funding bodies.

Operations may include:

not-for-profit services

commercial services.

A business-like perspective may include:

best use of resources

viability and potential growth

cost/benefit

quality assurance

influences affecting decision-making

professional versus personal interests.