Modification History
Unit Descriptor
This unit covers working as a Board member in such a way as to respect, maintain and protect aspects of culture within the Board structure, the organisation and the community.
This unit is based on a unit originally developed by the Aboriginal and Torres Strait Islander Curriculum Consortium, Tropical North Queensland Institute of TAFE.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
This unit covers working as a Board member in such a way as to respect, maintain and protect aspects of culture within the Board structure, the organisation and the community.
This unit is based on a unit originally developed by the Aboriginal and Torres Strait Islander Curriculum Consortium, Tropical North Queensland Institute of TAFE.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Application of the Unit
This unit applies to individuals with a broad knowledge of the business or core functions of organisations who contribute their skills and knowledge to monitoring and guiding the activities of organisations in the Indigenous community.
Indigenous community boards are upholders of traditional and cultural values.
This unit applies to individuals with a broad knowledge of the business or core functions of organisations who contribute their skills and knowledge to monitoring and guiding the activities of organisations in the Indigenous community.
Indigenous community boards are upholders of traditional and cultural values.
Licensing/Regulatory Information
Refer to Unit Descriptor
Pre-Requisites
Employability Skills Information
This unit contains employability skills.
This unit contains employability skills.
Elements and Performance Criteria Pre-Content
Elements describe the essential outcomes of a unit of competency.
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.
Elements describe the essential outcomes of a unit of competency.
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.
Elements and Performance Criteria
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Elements and Performance Criteria |
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Element |
Performance Criteria |
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1 |
Demonstrate a knowledge of your culture |
1.1 |
Outline appropriately relevant traditional and cultural responsibilities |
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1.2 |
Explain local history |
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1.3 |
Follow protocols |
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1.4 |
Identify and document the role of Elders and their relationship to the organisation |
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1.5 |
Model respect for culture |
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2 |
Demonstrate respect for cultural diversity |
2.1 |
Describe diverse lifestyles |
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2.2 |
Identify relevant aspects of diversity |
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2.3 |
Accommodate cultural differences in dealings with other people |
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3 |
Identify the impacts of colonialism on Aboriginal and Torres Strait Islander culture |
3.1 |
Describe the history of the community from the Aboriginal and Torres Strait Islander perspective |
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3.2 |
Identify and list negative changes in community life |
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3.3 |
Identify and list positive changes to culture |
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4 |
Combine Aboriginal and Torres Strait Islander and non Aboriginal and Torres Strait Islander ways |
4.1 |
Explain examples of relevant Aboriginal and Torres Strait Islander processes |
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5 |
Deal with cultural exploitation |
5.1 |
Identify examples of actual and/or potential harm |
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5.2 |
Develop, document and implement strategies for eliminating or containing damage to cultural integrity |
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6 |
Deal with stereotyping and prejudice |
6.1 |
Identify and list areas of social conflict |
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6.2 |
Develop in consultation with appropriate non-Aboriginal and Torres Strait Islander sectors in targeted areas, strategies toward reconciliation |
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7 |
Assess the effects of new legislation and policy |
7.1 |
Locate and describe new legislation and policy affecting Aboriginal and Torres Strait Islander people |
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7.2 |
Identify and list changes to public policy relevant to Aboriginal and Torres Strait Islander affairs |
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7.3 |
Assess impacts and develop and document responses |
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8 |
Assess the impacts of development on culture |
8.1 |
Identify and list relevant current social, technical, economic and political changes |
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8.2 |
Assess positive and negative impacts |
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8.3 |
Consider and list potential future impacts |
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8.4 |
Develop, document and implement strategies to prevent or minimise negative impacts |
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8.5 |
Develop, document and implement strategies to maximise positive impacts |
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Required Skills and Knowledge
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This section describes the skills and knowledge required for this unit. |
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Required skills |
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Oral and written communication Cross-cultural competence, including gender and disability Evaluation and decision-making Problem solving |
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Required knowledge |
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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 Technological changes |
Evidence Guide
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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. |
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Overview of assessment |
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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 Culture is maintained and protected |
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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 |
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Method of assessment |
The following assessment method is appropriate for this unit: Performance of Board duties, or through an accurate simulation of Board duties |
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Guidance information for assessment |
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Range Statement
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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. |
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Traditional and cultural responsibilities may include: |
Aboriginal Law kinship land ownership Elders, Traditional Owners, men / women birth, marriage and death |
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Local history may include: |
events eg. massacres development community relations |
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Protocols may include: |
talking to the right people land ownership family/kinship/clan |
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Lifestyles may include: |
remote rural urban |
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Diversity may include: |
language law ceremonies literacy employment living conditions lifestyles |
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Impact of colonialism may include: |
legislation land use religion education alcohol |
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Negative changes may include: |
personal trauma stolen generation dispossession cultural disintegration loss of social control |
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Positive changes may include: |
education living standards |
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Relevant Aboriginal and Torres Strait Islander organisational processes may include: |
committee meetings in appropriate language constitutions recognise Traditional Owners decision-making processes bush meetings |
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Areas of actual or potential harm may include: |
artworks copyright shift from community focus to business |
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Areas of social conflict may include: |
schools workplaces public places |
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Strategies for eliminating damage may include: |
legal options negotiation joint development |
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Appropriate non -Aboriginal and Torres Strait Islander sectors may include: |
sporting clubs schools local government businesses church groups |
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Legislation and policy may include: |
Native Title Wik amendments pastoral and mining leases 'Three Strikes' laws GST independent living allowance extended trading hours (liquor) |
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Impacts may include: |
lost of land and culture cultural assimilation unemployment |
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Development may include: |
land developments mainstreaming services changing technologies |
Unit Sector(s)
empty
empt
Competency field
Regulation, Licensing and Risk - ATSI Governance
Regulation, Licensing and Risk - ATSI Governance
