Participate effectively as a board member

Formats and tools

Unit Description
Reconstruct the unit from the xml and display it as an HTML page.
Assessment Tool
an assessor resource that builds a framework for writing an assessment tool
Assessment Template
generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
Assessment Matrix
a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
Wiki Markup
mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
Evidence Guide
create an evidence guide for workplace assessment and RPL applicants
Competency Mapping Template
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
Observation Checklist
create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)

Self Assessment Survey
A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
Moodle Outcomes
Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
Registered Training Organisations
Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver BSBATSIL412, 'Participate effectively as a board member'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Reference books for 'Participate effectively as a board member' on This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to for every purchase, so go nuts :)

Elements and Performance Criteria



Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1 Act in accordance with cultural and professional boundaries

1.1 Demonstrate respect for local history

1.2 Identify and follow community protocols

1.3 Adhere to personal legal responsibilities under corporation law

1.4 Follow the organisation’s code of conduct

1.5 Identify and manage real and perceived conflict of interest

2 Participate actively in board matters

2.1 Plan for participation in board activities

2.2 Attend board meetings and other board activities regularly

2.3 Make positive and constructive contributions to discussions

2.4 Prepare for meetings and undertake assigned follow-up actions

3 Encourage and respect contributions from others

3.1 Listen to and consider others’ points of view

3.2 Represent the community’s views objectively

3.3 Seek consensus when decision-making

4 Work with the wider community

4.1 Keep up-to-date with local Aboriginal and Torres Strait Islander and nonAboriginal and Torres Strait Islander issues

4.2 Identify and undertake cooperative actions involving other groups

4.3 Demonstrate respect for values, policies and processes of other groups

5 Manage stress

5.1 Recognise signs of stress in self and others

5.2 Identify potential and actual sources of stress

5.3 Implement stress-reduction strategies if required

5.4 Evaluate the effectiveness of stress-reduction strategies and make changes if required