Assessor Resource

BSBATSIW515C
Secure funding

Assessment tool

Version 1.0
Issue Date: May 2024


This unit applies to individuals responsible for monitoring and guiding the activities of the organisation and securing funding for it to be able to undertake these activities.

This unit describes the performance outcomes, skills and knowledge required to locate funding sources, make submissions and lobby to maximise the organisation's chances of securing funds for its activities.

Some aspects of governance activities may be subject to legislation, rules, regulations and codes of practice relevant to different job roles and jurisdictions.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 ability to:

identify possible sources of funding for organisational activities

identify required components of funding submissions

evaluate whether a funding submission meets the funding body's requirements

follow appeal procedures if required.

Context of and specific resources for assessment

Assessment must ensure:

participation on an actual or simulated board

access to examples of projects requiring funding

access to the internet or other sources of information about funding bodies

access to examples of relevant documents

knowledge and performance are assessed over time to confirm consistency in performance.

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:

observation of performance on a board or simulated board

analysis of actual or simulated funding submission

direct questioning combined with reflection of practical board performance by the candidate

analysis of responses to case studies and scenarios

demonstration of techniques

observation of presentations and group discussions

oral or written questioning to assess knowledge

observation of performance in role plays

analysis of feedback from other board members, staff, community or other stakeholders regarding performance.

Guidance information for assessment

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

BSBATSIM511C Develop enterprise opportunities.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

analytical skills to identify funding body requirements and determine if funding proposals meet requirements

communication, teamwork and negotiation skills to work cooperatively with other board members, management and staff of the organisation, members, community and key stakeholders

culturally appropriate communication skills to relate to people from diverse backgrounds and with diverse abilities

evaluation and decision-making skills to monitor and review information and enact decisions

planning and prioritising skills to:

delegate tasks to others

ensure funding applications are submitted within required timeframe

networking and lobbying skills to identify potential funding sources and gain support for applications

research skills to identify potential funding bodies and analyse their requirements

Required knowledge

appeal procedures available if funding submission is rejected

concept of community control of organisations and how it may impact on how funding is sourced and used

cultural context in which Aboriginal and Torres Strait Islander boards operate, including their role in upholding traditional and cultural values, and how that may impact on how funding is sourced and used

funding sources and their requirements

geographic, social, economic and political contexts in which particular organisations operate and how these may impact on how funding is sourced and used

organisationalpolicies and procedures in relation to obtaining funding

provisions of federal, state or territory legislation and funding body requirements that impact on how funds may be sourced and used

relevant consultancy services to support funding submissions

relevant protocols and cultural responsibilities that impact on how funding is sourced

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.

Submission requirements may include:

demonstrable outcomes

development of costs

eligibility criteria

meeting timelines

participation of certain groups, such as women and youth.

Key people may include:

board or committee members

community members

Elders

management and staff

partner organisations

traditional owners.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Identify and investigate mainstream and Aboriginal and Torres Strait Islander funding sources 
Gather information about potential funding bodies' priorities, key areas and expected outcomes 
Clearly explain organisational funding requirements to potential funding bodies 
Form a team to oversee the funding submission 
Delegate tasks to staff if appropriate 
Determine if consultant services should be engaged to provide technical assistance in preparing the case for funding 
Ensure a proposal is prepared that meets the funding body's objectives, criteria and submission requirements 
Ensure all existing financial obligations with respect to the funding body are up-to-date 
Use networks to lobby the funding body where appropriate 
Seek representation with the funding body if necessary 
Advise key people of the progress and outcome of the submission 
Identify relevant appeal authorities and procedures for funding bodies 
Determine whether an appeal should be made if a funding submission is not successful 
Use the appeal system if required 

Forms

Assessment Cover Sheet

BSBATSIW515C - Secure funding
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

BSBATSIW515C - Secure funding

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: