Unit of competency Outline
Date retreived
23/07/2026 12:53 AM AWST
23/07/2026 12:53 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Participate effectively as a board member
Participate effectively as a board member
Unit of competency
National Code
BSBATSIL412A
BSBATSIL412A
State Code
D4841
D4841
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
15/07/2014
Field of Education
080307 - Organisation Management
Original Release Date
15/07/2014
Nominal Hours
30
Description
This unit describes the performance outcomes, skills and knowledge required to operate as a confident and responsible member of the board, respecting culture, contributing positively, working with others, seeing the big picture and managing personal stress.Some aspects of governance activities may be subject to legislation, rules, regulations and codes of practice relevant to different job roles and jurisdictions.
Notes
Elements and Performance Criteria
1. Act in accordance with culture 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 andnon-Aboriginal and Torres Strait Islander issues
- 4.2. Identify and undertake cooperative actions involving other groups
- 4.3. Demonstrate respect for the 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
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.
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.
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.
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.
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| D0584 | BSBATSIL509B | Manage self as a Board member | Unit of competency |
| D0578 | BSBATSIL409B | Manage time | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AUJ09 | BSBATSIL412 | Participate effectively as a board member | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J008 | CHC30612 | Certificate III in Active Volunteering | Qualification |
| W904 | BSB41910 | Certificate IV in Business (Governance) | Qualification |