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Evidence Guide: BSBATSIL412A - Participate effectively as a board member

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

 

BSBATSIL412A - Participate effectively as a board member

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

Act in accordance with culture and professional boundaries

  1. Demonstrate respect for local history
  2. Identify and follow community protocols
  3. Adhere to personal legal responsibilities under corporation law
  4. Follow the organisation's code of conduct
  5. Identify and manage real and perceived conflict of interest
Demonstrate respect for local history

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and follow community protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adhere to personal legal responsibilities under corporation law

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow the organisation's code of conduct

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and manage real and perceived conflict of interest

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate actively in board matters

  1. Plan for participation in board activities
  2. Attend board meetings and other board activities regularly
  3. Make positive and constructive contributions to discussions
  4. Prepare for meetings and undertake assigned follow-up actions
Plan for participation in board activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Attend board meetings and other board activities regularly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make positive and constructive contributions to discussions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare for meetings and undertake assigned follow-up actions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage and respect contributions from others

  1. Listen to and consider others' points of view
  2. Represent the community's views objectively
  3. Seek consensus when decision making
Listen to and consider others' points of view

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Represent the community's views objectively

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek consensus when decision making

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with the wider community

  1. Keep up-to-date with local Aboriginal and Torres Strait Islander andnon-Aboriginal and Torres Strait Islander issues
  2. Identify and undertake cooperative actions involving other groups
  3. Demonstrate respect for the values, policies and processes of other groups
Keep up-to-date with local Aboriginal and Torres Strait Islander andnon-Aboriginal and Torres Strait Islander issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and undertake cooperative actions involving other groups

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage stress

  1. Recognise signs of stress in self and others
  2. Identify potential and actual sources of stress
  3. Implement stress-reduction strategies if required
  4. Evaluate the effectiveness of stress-reduction strategies and make changes if required
Recognise signs of stress in self and others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential and actual sources of stress

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement stress-reduction strategies if required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

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 ability to:

undertake board duties according to cultural and legal responsibilities

actively contribute to board discussions and decision making

manage time and stress effectively to participate in board activities.

Context of and specific resources for assessment

Assessment must ensure:

access to examples of codes of conduct

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

participation on an actual or simulated board.

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:

analysis of responses to case studies and scenarios

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

observation of performance in role plays

observation of performance on a board or simulated board

observation of presentations and group discussions

oral or written questioning to assess knowledge.

Guidance information for assessment

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

BSBATSIC411C Communicate with the community

BSBATSIL411A Undertake the roles and responsibilities of a board member.

Required Skills and Knowledge

Required skills

teamwork skills to:

work with others

participate in discussions and decision making

communication skills to ensure culturally appropriate communication takes place in meeting environments

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

evaluation and decision-making skills

listening and speaking skills to participate effectively in discussions

self-management skills to implement stress-management strategies when required

time-management skills to organise time effectively in order to maximise effectiveness as a board member

Required knowledge

key historical events of significance to the local community

code of conduct and organisational policies and procedures with regard to participation in board activities

provisions of relevant corporation law that relate to personal responsibilities as a board member

how to identify real and potential conflict of interest, and procedures to follow if these exist

relevant protocols and cultural responsibilities that impact on performance as a board member

rules of the constitution

sources and signs of stress and stress-management strategies

time-management strategies

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.

Local history may relate to:

cultural diversity

defining events

economic development

Elders

traditional owners.

Community protocols may relate to:

gender

kinship

land ownership

men's and women's business

significant events, such as birth, marriage and death

welcome to country and acknowledgements.

Legal responsibilities under corporation law may relate to:

liabilities

responsibilities.

Code of conduct may relate to:

declarations of conflict of interest

declarations of pecuniary interest

written or agreed organisation and/or board codes of conduct.

Local Aboriginal and Torres Strait Islander and non-Aboriginal and Torres Strait Islander issues may include:

community tension around local issues

competing interests in land

local politics

other developments.

Other groups may include:

Aboriginal and Torres Strait Islander organisations

local businesses

local government

non-Aboriginal and Torres Strait Islander organisations.