Unit of competency Outline
Date retreived
22/07/2026 3:04 PM AWST
22/07/2026 3:04 PM 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.
Be a leader in the community
Be a leader in the community
Unit of competency
National Code
BSBATSIL512A
BSBATSIL512A
State Code
D4846
D4846
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
29/04/2011
Field of Education
080307 - Organisation Management
Original Release Date
29/04/2011
Nominal Hours
60
Description
This unit describes the performance outcomes, skills and knowledge required to undertake a leadership role as a board member.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. Lead by example
- 1.1. Identify the qualities of effective community leaders
- 1.2. Analyse own leadership style and performance
- 1.3. Use knowledge and skills to communicate effectively and demonstrate respect for community values
- 1.4. Identify changes that may affect the organisation and the community and discuss their implications
- 1.5. Implement change in a culturally sensitive way
- 1.6. Identify how personal actions can impact on others
2. Access information about the community
- 2.1. Gather and analyse information on social, cultural and economic needs of all sections of the community
- 2.2. Follow protocols for information sharing
3. Encourage others to participate in the organisation's activities
- 3.1. Encourage the involvement of members of the community in the governance of the organisation
- 3.2. Encourage active community participation in the organisation
- 3.3. Promote a team and community approach to the activities of the organisation
4. Determine the big picture on community issues
- 4.1. Form opinions after researching the background to community issues
- 4.2. Consider and discuss regional and national issues relating to Aboriginal and Torres Strait Islander people and the wider community
- 4.3. Consult Elders, traditional owners, government departments and others regarding community issues
5. Provide directions and make decisions
- 5.1. Identify and document options to address community and organisational issues
- 5.2. Present options for community discussion
- 5.3. Consider and evaluate other points of view when making clear, rational decisions that reflect community wishes
- 5.4. Promote consensus where there is a difference of opinion
- 5.5. Inform Elders, traditional owners and others about how and why decisions are made
- 5.6. Implement and follow decisions made by the board
6. Negotiate with others to promote community interests
- 6.1. Give priority to community interests in dealing with government, business and other organisations
- 6.2. Represent the views of the board to others
- 6.3. Negotiate and document outcomes that represent the best possible solutions for the community at the time
7. See both sides of community issues
- 7.1. Analyse points of view expressed on an issue in terms of their impact on the community and the organisation
- 7.2. Include Aboriginal and Torres Strait Islander and non-Aboriginal and Torres Strait Islander points of view when making decisions
- 7.3. Support decisions that reflect the long-term wellbeing of the whole community
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.
Community values may include:
caring for country
importance of family, kin and community
maintenance of culture and heritage
respect for others.
Others may include:
community members
Elders
staff
traditional owners.
Social, cultural and economic needs may include:
education and health
employment
housing
law, lore and ceremony.
Protocols for information sharing may relate to:
confidentiality and privacy
land matters
men and women's business
storage and transfer of information.
Processes for making decisions may include:
communicating decisions
consultation with Elders and traditional owners
consensus
decision by authority
majority voting.
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.
Community values may include:
caring for country
importance of family, kin and community
maintenance of culture and heritage
respect for others.
Others may include:
community members
Elders
staff
traditional owners.
Social, cultural and economic needs may include:
education and health
employment
housing
law, lore and ceremony.
Protocols for information sharing may relate to:
confidentiality and privacy
land matters
men and women's business
storage and transfer of information.
Processes for making decisions may include:
communicating decisions
consultation with Elders and traditional owners
consensus
decision by authority
majority voting.
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:
identify community needs, government policies and other factors that have an impact on Aboriginal and Torres Strait Islander communities
evaluate ideas and opinions, and make decisions based on the best interests of the community
provide direction and leadership to ensure involvement and community wellbeing
Context of and specific resources for assessment
Assessment must ensure:
participation on an actual or simulated board
access to examples of community issues relevant to boards of governance
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
direct questioning combined with reflection of practical board performance by the candidate
analysis of responses to case studies and scenarios
observation of presentations
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:
BSBATSIW514C Represent your organisation.
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 community needs, government policies and other factors that have an impact on Aboriginal and Torres Strait Islander communities
evaluate ideas and opinions, and make decisions based on the best interests of the community
provide direction and leadership to ensure involvement and community wellbeing
Context of and specific resources for assessment
Assessment must ensure:
participation on an actual or simulated board
access to examples of community issues relevant to boards of governance
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
direct questioning combined with reflection of practical board performance by the candidate
analysis of responses to case studies and scenarios
observation of presentations
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:
BSBATSIW514C Represent your organisation.
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| D0583 | BSBATSIL508B | Be a community leader | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AUL93 | BSBATSIL512 | Be a leader in the community | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| W905 | BSB50710 | Diploma of Business (Governance) | Qualification |