NTISthis.com

Evidence Guide: BSBEDU302A - Assist in resolution of issues and incidents in an international education environment

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

 

BSBEDU302A - Assist in resolution of issues and incidents in an international education environment

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

Contribute to issue resolution and incident response processes

  1. Deal effectively with day-to-day issues and day-to-day incidents
  2. Identify and follow organisational policies and procedures for dealing with critical incidents
  3. Contribute to the resolution of serious issues
  4. Contribute to response processes in the event of critical incidents
  5. Assess own responses and seek assistance if needed and as guided by supervisor, manager or external parties/professionals
  6. Use appropriate initiative in the event of a critical incident, with due regard for own health and safety and that of others, and organisational requirements
  7. Contribute to debriefing procedures after an issue/incident
Deal effectively with day-to-day issues and day-to-day incidents

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify and follow organisational policies and procedures for dealing with critical incidents

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Contribute to the resolution of serious issues

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Contribute to response processes in the event of critical incidents

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assess own responses and seek assistance if needed and as guided by supervisor, manager or external parties/professionals

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use appropriate initiative in the event of a critical incident, with due regard for own health and safety and that of others, and organisational requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Contribute to debriefing procedures after an issue/incident

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Contribute information for distribution to those affected by issues and incidents

  1. Identify types of information required for issues and incidents
  2. Collect and collate current, relevant information from appropriate sources
  3. Maintain accessible files of current, relevant information
  4. Develop and maintain an accessible comprehensive network contacts list
  5. Review and update information on a regular basis
  6. Record and report information, in accordance with legislative and regulatory compliance requirements and organisational procedures
Identify types of information required for issues and incidents

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Collect and collate current, relevant information from appropriate sources

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Maintain accessible files of current, relevant information

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop and maintain an accessible comprehensive network contacts list

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Review and update information on a regular basis

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Record and report information, in accordance with legislative and regulatory compliance requirements and organisational procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Communicate effectively with those affected by issues and incidents

  1. Assess situation according to organisational policy
  2. Use communication strategies appropriate for individual situations, in line with organisational requirements
  3. Communicate effectively with clients of the organisation and other relevant stakeholders when dealing with issues and critical incidents
  4. Arrange access to counsellors or other support people if and when required
Assess situation according to organisational policy

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use communication strategies appropriate for individual situations, in line with organisational requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Communicate effectively with clients of the organisation and other relevant stakeholders when dealing with issues and critical incidents

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Arrange access to counsellors or other support people if and when required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Contribute to records and team reports on issues and incidents

  1. Establish sensitivity of information and level of confidentiality required, in reporting issues and incidents
  2. Participate in team activities for assessing details of progress and outcomes of issues and incidents
  3. Interact and consult with team members to record and report on issues and incidents
  4. Contribute to the debriefing process with teams and individuals including referring to network contacts as applicable
Establish sensitivity of information and level of confidentiality required, in reporting issues and incidents

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Participate in team activities for assessing details of progress and outcomes of issues and incidents

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Interact and consult with team members to record and report on issues and incidents

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Contribute to the debriefing process with teams and individuals including referring to network contacts as applicable

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Contribute to development of organisational policies and procedures for the resolution of issues and incidents

  1. Apply relevant organisational policies and procedures for the resolution of issues and incidents
  2. Review organisational policies and procedures relevant to specific issues and incidents, with appropriate organisation officers
  3. Suggest adjustments to organisational policies and procedures based on outcomes reports
Apply relevant organisational policies and procedures for the resolution of issues and incidents

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Review organisational policies and procedures relevant to specific issues and incidents, with appropriate organisation officers

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Suggest adjustments to organisational policies and procedures based on outcomes reports

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide advice to clients in resolving issues and incidents

  1. Establish or contribute to protocols and processes for resolving issues and dealing with incidents
  2. Apply appropriate advisory processes according to individual client needs
  3. Communicate processes to relevant stakeholders
  4. Consult with relevant stakeholders to evaluate process outcomes
Establish or contribute to protocols and processes for resolving issues and dealing with incidents

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Apply appropriate advisory processes according to individual client needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Communicate processes to relevant stakeholders

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Consult with relevant stakeholders to evaluate process outcomes

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:

responding effectively and appropriately to issues and critical incidents in an international education environment, in line with work role levels, organisational requirements, and legislative and regulatory requirements

contributing to organisational capacity to respond to critical incidents

knowledge of relevant legislative and regulatory requirements.

Context of and specific resources for assessment

Assessment must ensure:

access to opportunities to participate in a range of practical exercises and projects

access to relevant documents.

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:

direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate

evaluation of supervisor's reports

analysis of projects, case studies, completed records and reports developed by the candidate

review of team member feedback regarding initiative taken during a critical incident

oral or written questioning to assess knowledge of types of issues that could concern international students

review of assessment of own responses and assistance sought

review of network contacts list

evaluation of suggested adjustments to organisational policies and procedures

review of contributions made to protocols and processes for resolving issues and dealing with incidents.

Guidance information for assessment

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

other educational administration units.

Required Skills and Knowledge

Required skills

communication skills to interact effectively and appropriately in an intercultural context with clients, co-workers and stakeholders dealing with incidents and issues relevant to work role; to be assertive as the situation requires, applying conflict resolution skills, including negotiation; to remain calm and controlled under pressure

initiative and enterprise skills to set and maintain boundaries, to prioritise activities, to follow organisation policy and procedures, and to review and adjust policy and procedures with others

learning skills to access and identify requirements in relation to compliance with legislation, particularly regarding occupational health and safety (OHS), privacy and confidentiality

literacy skills to accurately record information, noting key facts and recording resolution processes; to prepare reports on incidents and related issues

planning and organising skills to develop network contact lists and details; to record and file relevant information for ease of retrieval

problem-solving skills to take action and to make referrals appropriate to the situation, own job role and responsibilities

self-management skills to provide, identify and manage own responses; to apply appropriate responses to the specific situation

technology skills to use a computer to access information online; to operate equipment such as fire extinguishers.

Required knowledge

international education environment, student services requirements and workplace communication in line with work role specifications

legislative and regulatory requirements including:

legislation and regulations governing overseas students studying in Australia or offshore under the auspices of an Australian organisation

other work-related legislation including OHS, privacy and confidentiality, security anti-discrimination, business legislation relevant to work role

recognising own roles and responsibilities in the following types of incidents:

reporting crime, injury, serious or contagious illness or death

delivering sensitive information

dealing with academic difficulties or failure, breaches of confidentiality, unexplained absence of students, harassment, threats to personal safety and health problems

types of issues that could concern international students such as:

student wellbeing and welfare such as cultural adjustment, cross-cultural communications and expectations, illnesses, accidents, mental health problems, accommodation, financial matters, loneliness and isolation

course-related issues such as student progress, access to services, English language and other support

grievances and concerns such as assessment and marking concerns, bullying or intimidation, crimes, property and personal security issues

compliance related issues such as non-attendance or insufficient attendance, visa non-compliance, interruption of studies

staffing related issues such as professional limitation of staff responsibility and parameters of roles, staff performance, student/teacher workplace behaviour expectations, differentiation among staff roles and managing staff workloads, time and resources.

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.

Day-to-day issues may include:

academic and educational issues

accommodation and welfare issues

cultural adjustment issues

financial issues

minor illness

non-compliance situations

training and assessment issues

work role issues

Day-to-day incidents may include:

conflict

delivering sensitive information

harassment

non-compliance situations

theft

unexplained absence of students

Serious issues may include:

academic failure

accommodation issues

delivering serious and sensitive information

grievance issues

harassment or bullying

mental health issues

non-compliance issues

Critical incidents may include:

accidents

crime affecting clients or workers

death

disappearance of students

incidents involving mental health problems

serious or contagious illness

External parties/professionals may include:

counsellors

emergency services personnel e.g. ambulance, fire brigade, police

interpreters

Appropriate sources may include:

organisational personnel

professional association

relevant government and agency personnel, and internet websites

Network contacts list may include:

community services e.g. external crisis or counselling agencies

consular staff

counsellors

emergency services personnel e.g. ambulance, fire brigade, police

employer organisations

homestay providers

hospitals

interpreters

organisational officers

overseas recruitment agents

parents

unions

Legislative and regulatory compliance requirements may include:

current relevant legislation, regulations, industry codes of practice and policy (commonwealth and state/territory) relating to:

anti-discrimination including equal opportunity and equal employment opportunity, disability discrimination, racial intolerance

business compliance relevant to work roles

Education Services for Overseas Students (ESOS) Act 2000, subsequent amendments and related legislation

employment, education and training - relevant to onshore and offshore provision

environmental issues

immigration related policies and procedures for example from commonwealth government departments such as Department of Education, Science and Training (DEST), Department of Immigration and Citizenship (DIAC), Department of Health and Ageing (DOHA), Department of Foreign Affairs and Trade (DFAT )

National Code of Practice for Registration Authorities and Providers of International Education and Training

OHS

privacy and confidentiality

Transnational Quality Strategy (2005)

workplace employment practices and industrial relations

quality assurance guidelines set by particular organisations e.g. cultural diversity, equity and access, critical incidents and workplace practices

Communication strategies may include:

adapting communication style to fit the situation

immediately contacting the person responsible for workplace health and safety

maintaining a calm, controlled demeanour

recording key information in notes

referring people to counselling or interpreting services

referring people to safe areas or responsible personnel

telephoning the duty officer or person responsible if the incident occurs after hours

telephoning the ambulance, fire brigade or police in an emergency if the responsible organisational officer is not present or available to do so

Clients of the organisation may include:

internal clients e.g. section, department and faculty staff

international student cohort

other clients of the organisation such as:

consular staff

education and migration agents

government and private organisations, departments and agencies

homestay providers

other educational organisations

parents or other relatives of students

Relevant stakeholders may include:

agents

consular staff

government or agency personnel

homestay providers

organisation personnel

parents

students