Unit of competency Outline
Date retreived
23/07/2026 2:23 AM AWST
23/07/2026 2:23 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.
Support a positive and culturally appropriate workplace culture
Support a positive and culturally appropriate workplace culture
Unit of competency
National Code
BSBATSIM421A
BSBATSIM421A
State Code
D4853
D4853
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
12/08/2014
Field of Education
080301 - Business Management
Original Release Date
12/08/2014
Nominal Hours
40
Description
This unit describes the performance outcomes, skills and knowledge required of a board member to contribute to the development and maintenance of a positive and culturally appropriate workplace culture.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. Promote respect toward people in the workplace
- 1.1. Promote cultural views and values in the workplace
- 1.2. Treat individuals and groups from different backgrounds, cultures and languages with respect and sensitivity
- 1.3. Identify and enhance the positive qualities of people
- 1.4. Take into account the impact of board decisions on human values when making decisions
- 1.5. Identify how past experiences may impact on people's behaviour, skills and knowledge
2. Provide support to others
- 2.1. Identify the knowledge, skills and experience of others
- 2.2. Share knowledge and skills with others
- 2.3. Resolve issues in culturally appropriate and sensitive ways
- 2.4. Use active listening skills when communicating
- 2.5. Encourage others to take on new challenges
- 2.6. Demonstrate approachability and openness to suggestions
3. Promote an environment that encourages people to enhance their skills and knowledge
- 3.1. Support others to achieve work goals
- 3.2. Develop and apply strategies to recognise achievements
- 3.3. Support others to undertake relevant professional development
4. Encourage teamwork
- 4.1. Develop strategies that support a team approach
- 4.2. Clearly outline expectations of team members
- 4.3. Develop and apply strategies that recognise individuals' contributions to the team
5. Reduce the potential for cross-cultural misunderstandings
- 5.1. Identify issues that may cause cross-cultural conflict or misunderstanding in the workplace
- 5.2. Work with board members and the manager to develop and implement strategies to reduce cross-cultural misunderstandings in the workplace
6. Provide constructive feedback
- 6.1. Encourage provision of constructive feedback in the workplace
- 6.2. Clarify with board members and management whose role it is to provide feedback to staff members about their performance
- 6.3. Provide feedback to people about their performance where appropriate
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.
Positive qualities may include:
attitudes and values
initiative
skills and abilities.
Past experiences may relate to:
culture
effects of government policies
educational opportunities
family situations
trauma.
Knowledge, skills and experience may include:
interpersonal skills
traditional knowledge and skills
work skills.
Others may include:
board members
community members
staff members.
Achievements may include:
personal
cultural
family
sport
work-based.
Professional development may include:
career planning
cultural enhancement
further education
personal development
work skills.
Feedback may be:
to staff by staff
to staff by a board nominee.
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.
Positive qualities may include:
attitudes and values
initiative
skills and abilities.
Past experiences may relate to:
culture
effects of government policies
educational opportunities
family situations
trauma.
Knowledge, skills and experience may include:
interpersonal skills
traditional knowledge and skills
work skills.
Others may include:
board members
community members
staff members.
Achievements may include:
personal
cultural
family
sport
work-based.
Professional development may include:
career planning
cultural enhancement
further education
personal development
work skills.
Feedback may be:
to staff by staff
to staff by a board nominee.
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:
support others to achieve work goals
treat staff and colleagues with respect and sensitivity
communicate appropriately with people from a range of diverse backgrounds
employ strategies to encourage teamwork and reduce the potential for cross-cultural misunderstandings.
Context of and specific resources for assessment
Assessment must ensure:
participation on an actual or simulated board
access to examples of issues that arise in workplaces
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
demonstration of techniques
observation of presentations and group discussions
oral or written questioning to assess knowledge
observation of performance in role plays
analysis of feedback from staff members, other board members and the community regarding performance.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
BSBATSIC412A Maintain and protect cultural values in the 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:
support others to achieve work goals
treat staff and colleagues with respect and sensitivity
communicate appropriately with people from a range of diverse backgrounds
employ strategies to encourage teamwork and reduce the potential for cross-cultural misunderstandings.
Context of and specific resources for assessment
Assessment must ensure:
participation on an actual or simulated board
access to examples of issues that arise in workplaces
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
demonstration of techniques
observation of presentations and group discussions
oral or written questioning to assess knowledge
observation of performance in role plays
analysis of feedback from staff members, other board members and the community regarding performance.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
BSBATSIC412A Maintain and protect cultural values in the organisation.
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| D0592 | BSBATSIM415B | Contribute to a positive and culturally appropriate workplace | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AUK11 | BSBATSIM421 | Support a positive and culturally appropriate workplace culture | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J586 | HLT60113 | Advanced Diploma of Aboriginal and/or Torres Strait Islander Health Care | Qualification |
| W904 | BSB41910 | Certificate IV in Business (Governance) | Qualification |