NTISthis.com

Evidence Guide: BSBATSIC510B - Conduct a community meeting

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

 

BSBATSIC510B - Conduct a community meeting

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

Negotiate the basis of a meeting and plan the event

  1. Undertake consultation as to the purpose of the proposed meeting, location, date and time with appropriate people
  2. Agree upon, by the appropriate people, the broad agenda and list of invited guests
  3. Communicate details of the meeting to relevant community groups
  4. Organise venue, travel, meals and accommodation
  5. Address the requirements of people with special needs to ensure equity and access issues are not ignored
Undertake consultation as to the purpose of the proposed meeting, location, date and time with appropriate people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Agree upon, by the appropriate people, the broad agenda and list of invited guests

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate details of the meeting to relevant community groups

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise venue, travel, meals and accommodation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Address the requirements of people with special needs to ensure equity and access issues are not ignored

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote the meeting

  1. Circulate information regarding the meeting to the community and invited guests
  2. Contact key people and provide details of the meeting
Circulate information regarding the meeting to the community and invited guests

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contact key people and provide details of the meeting

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct the meeting

  1. Agree to the Chairperson for the meeting according to community procedure
  2. Follow relevant meeting protocols to ensure consistency in the conduct of the meetings
  3. Acknowledge all points of view through appropriate processes of discussion and documentation
  4. Encourage full participation
  5. Seek consensus in decision-making
  6. Manage appropriately difficult situations
Agree to the Chairperson for the meeting according to community procedure

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow relevant meeting protocols to ensure consistency in the conduct of the meetings

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge all points of view through appropriate processes of discussion and documentation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage full participation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek consensus in decision-making

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage appropriately difficult situations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record decisions

  1. Clarify and note recommended actions resulting from decisions
  2. Nominate people and organisations responsible for actions
  3. Record decisions and recommended actions
Clarify and note recommended actions resulting from decisions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Nominate people and organisations responsible for actions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record decisions and recommended actions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate outcomes

  1. Share meeting outcomes with participants and relevant others
  2. Advise participants to utilise their networks to communicate information and decisions
Share meeting outcomes with participants and relevant others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advise participants to utilise their networks to communicate information and decisions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement decisions

  1. Action decisions of the meeting through relevant individuals, groups and agencies
  2. Report results to participating Elders and organisations through established channels
Action decisions of the meeting through relevant individuals, groups and agencies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report results to participating Elders and organisations through established channels

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

Ad hoc meetings are conducted effectively

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

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

BSBATSIC411B Communicate with the community.

Required Skills and Knowledge

Required skills

Oral or written communication

Cross-cultural competence, including gender and disability

Evaluation and decision-making

Networking

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

Relevant community bodies

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 people may include:

Elders

Traditional Owners

Invited guests may include:

government representatives

mining companies

Land Councils

Methods of communication may include:

facsimile

notices

networks

Providing bodies may include:

Land Councils

state Aboriginal Affairs Departments

Special needs may include:

interpreters

child care

disabilities

Protocols may include:

introductions / welcomes

land / gender / clan issues

order of speakers

minute taking

agenda formats

Meeting processes may include:

forms of discussion

decision-making

language

gender groups

Difficult situations may include:

conflict

impasse in decision making

organisational