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Evidence Guide: BSBATSIM507B - Establish and maintain a strategic planning cycle

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

 

BSBATSIM507B - Establish and maintain a strategic planning cycle

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

Define planning

  1. Clarify the need to plan and how to proceed
  2. Identify and document outcomes of what is to be achieved
  3. Include the community and staff in the planning process
Clarify the need to plan and how to proceed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and document outcomes of what is to be achieved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Include the community and staff in the planning process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a map of the organisation

  1. Define and document client groups and target activity areas
  2. Discuss and document organisational resources
  3. Identify and document service allies and competitors
  4. Identify, discuss and document positive and negative changes in the wider community
Define and document client groups and target activity areas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss and document organisational resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and document service allies and competitors

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify, discuss and document positive and negative changes in the wider community

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify the philosophy, beliefs and values of the organisation

  1. Explain and document the importance of organisational philosophy
  2. Identify and document values within the organisation
  3. Ensure an agreed philosophy statement is discussed, documented and endorsed by the Board
Explain and document the importance of organisational philosophy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and document values within the organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure an agreed philosophy statement is discussed, documented and endorsed by the Board

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop the organisation's vision statement

  1. Outline and agree on a vision statement and its importance
  2. Develop and document a draft vision statement
  3. Ensure the draft vision statement is reviewed, amended and endorsed by the Board
Outline and agree on a vision statement and its importance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and document a draft vision statement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure the draft vision statement is reviewed, amended and endorsed by the Board

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop organisational objectives

  1. Explain and document the importance of organisational objectives
  2. Develop and draft objectives for key aspects of the vision
  3. Identify and document realistic outcome statements
  4. Ensure objectives are reviewed and endorsed by the Board
Explain and document the importance of organisational objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and draft objectives for key aspects of the vision

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and document realistic outcome statements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure objectives are reviewed and endorsed by the Board

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop strategies and an action plan

  1. Discuss and illustrate strategies and the action plan
  2. Identify and document special factors which may affect success
  3. Develop and document strategies for each objective
  4. Develop a broad action plan for 3-5 years
  5. Ensure the overall plan is reviewed and endorsed by the Board
Discuss and illustrate strategies and the action plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and document special factors which may affect success

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and document strategies for each objective

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a broad action plan for 3-5 years

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure the overall plan is reviewed and endorsed by the Board

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the plan

  1. Discuss the evaluation of the plan and document future processes
  2. Review, amend as required and document the vision, objectives, strategies and the action plan
Discuss the evaluation of the plan and document future processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review, amend as required and document the vision, objectives, strategies and the action plan

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

A strategic planning cycle is established and maintained

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

Ability to work in a team

Cross-cultural competence, including gender and disability

Evaluation and decision-making

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

Equity and diversity principles

Code of Conduct

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.

All levels of the organisation may include:

Board

senior management

staff

Organisational resources may include:

people expertise

buildings

capital equipment

political influence

Changes in the wider community may include:

legislation

funding sources

new competitors

Values may include:

heritage

culture

community

family

business practices

service / product standards

staff management

Vision may include:

long term community goals

organisational goals

Objectives may include:

financial

services / products

human resources

Board practices

Strategies may include:

programs

community involvement

culture

Special factors may include:

technical

resources

political

cultural

Form and process of evaluation may include:

types of information

timing

personnel

community involvement