NTISthis.com

Evidence Guide: BSBIND302A - Work effectively in the international education services industry

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

 

BSBIND302A - Work effectively in the international education services industry

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

Access information on work roles and career planning

  1. Identify information on career prospects in the international education industry from appropriate sources
  2. Identify the range of work roles in international education organisations from appropriate sources
  3. Identify a professional career pathway plan
Identify information on career prospects in the international education industry from appropriate sources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the range of work roles in international education organisations from appropriate sources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify a professional career pathway plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interact effectively with clients

  1. Identify and respect cultural and intercultural protocols of the industry and organisation
  2. Identify and comply with organisational client services policies and guidelines
  3. Apply appropriate cross-cultural communication skills in interactions with international clients
  4. Interact effectively with internal and external clients, co-workers and the public
  5. Work effectively in a team
Identify and respect cultural and intercultural protocols of the industry and organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and comply with organisational client services policies and guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply appropriate cross-cultural communication skills in interactions with international clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interact effectively with internal and external clients, co-workers and the public

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work effectively in a team

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform work tasks effectively

  1. Manage time and prioritise work role tasks efficiently and effectively
  2. Follow organisational work procedures and work behaviour guidelines
  3. Seek feedback on personal performance in work role from others including appropriate organisation officer
  4. Review own performance and identify any areas for improvement
Manage time and prioritise work role tasks efficiently and effectively

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow organisational work procedures and work behaviour guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback on personal performance in work role from others including appropriate organisation officer

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review own performance and identify any areas for improvement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Comply with legislative and regulatory requirements

  1. Identify legislative and regulatory compliance requirements and codes relevant to work role
  2. Comply with legislative and regulatory requirements relevant to work role
  3. Comply with industry codes of practice
  4. Check validity of work task processes and outcomes in relation to legislative and regulatory compliance and in accordance with organisational procedures
Identify legislative and regulatory compliance requirements and codes relevant to work role

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Comply with legislative and regulatory requirements relevant to work role

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Comply with industry codes of practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check validity of work task processes and outcomes in relation to legislative and regulatory compliance and in accordance with organisational procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in learning to promote career development

  1. Undertake an audit of relevant work skills, knowledge and attributes
  2. Determine appropriate ways of bridging gaps in own work skills related to international education work role requirements
  3. Identify future skills requirements
  4. Identify and participate in professional development learning opportunities
Undertake an audit of relevant work skills, knowledge and attributes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine appropriate ways of bridging gaps in own work skills related to international education work role requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify future skills requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and participate in professional development learning opportunities

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:

performing work tasks related to the international education services environment efficiently and effectively according to organisational requirements and values

applying interpersonal and cross-cultural communication skills effectively to international education services work roles

transferring skills and knowledge to a range of work environments and contexts - including a range of work role scenarios in relation to clients from diverse cultures and countries

knowledge of legislative and regulatory requirements relating to international education services provision, work role and responsibilities.

Context of and specific resources for assessment

Assessment must ensure:

access to current relevant reference materials and relevant professional expertise.

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, records and reports developed by the candidate

review of professional career pathway plan

review of audit of relevant work skills, knowledge and attributes

oral or written questioning to assess knowledge of career pathways and roles in the international education services industry.

Guidance information for assessment

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

educational administration units.

Required Skills and Knowledge

Required skills

communication skills to interact effectively in an intercultural context with clients, potential clients and their significant others, co-workers and other stakeholders

initiative and enterprise skills to clarify instructions through discussion and feedback, and to access and follow organisational policies and procedures

learning skills to participate in relevant formal and informal professional development

literacy skills to read and interpret documentation relating to job role, career planning, compliance requirements, professional development and to produce documents required by work role

planning and organising skills to identify and address future skills requirements

problem-solving skills to distinguish between issues that can be resolved within own delegated work role authority and those that must be passed on to a higher level

self-management skills to perform tasks efficiently and on time in work role; to identify areas for improvement in own work performance; to adjust work practices to the satisfaction of supervisor or manager

technology skills to use a computer and other office equipment to access information, to produce documents and to communicate in work role.

Required knowledge

career pathways and roles in the international education services industry

cross-cultural communication and intercultural protocols for dealing with international clients and co-workers relevant to the level of work role

industry codes of practice, in particular the National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students

legislative and regulatory requirements relating to international education services provision, work role and responsibilities (e.g. occupational health and safety (OHS), industrial relations and anti-discrimination legislation)

organisational policies, procedures and protocols relevant to work role

range of services offered to clients (internal and external) of an international education organisation

responsibilities, duties and tasks of work role.

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 sources may include:

government and private organisations and agencies, professional associations

internet

personnel in international education services organisations e.g. schools, colleges, institutes, universities

relevant publications such as government papers and reports, newspapers, magazines, journals

Work roles may include:

type and level of jobs being undertaken in international education organisations

typical roles and responsibilities

Professional career pathway plan may include:

mechanisms for entry to the industry

short-, medium- and long-term goals for progression in the industry

Co-workers may include:

peers

supervisors or managers

any other person working in the organisation

Appropriate organisation officer may include:

designated work supervisor

line manager with responsibility for overseeing staff in the work role

Legislative and regulatory compliance requirements and codes 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

National ELT Accreditation Scheme (NEAS) standards for young learners and for teaching English language to international students

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

Professional development may include:

conferences

learning through any medium

lectures

mentoring activities

seminars

short-, medium- or long-term courses

staff exchange learning that enhances work skills and career progress

workshops