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Elements and Performance Criteria

  1. Exhibit professionalism
  2. Apply personal drive and energy effectively
  3. Manage personal development

Required Skills

Required skills

ability to inspire enthuse encourage and praise others

bouncing back from setbacks and remaining positive

developing morale and motivating groups

learning from others and from past mistakes

seeking feedback

taking responsibility for achieving outcomes and moving the industry and organisation forward

understanding others and meeting their needs

willingness to challenge ideas and confront issues barriers and obstacles

willingness to follow as well as lead

working outside comfort zone

Required knowledge

codes of practice and conflicts of interest

interpersonal interactions verbal and nonverbal communication

motivation techniques

range of leadership styles and follower behaviour

team building strategies

timemanagement techniques

working with groups

Evidence Required

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 evidence required to demonstrate competence in this unit

Assessment must confirm the ability to

demonstrate commitment to continued learning

demonstrate determination motivation and persistence to achieve outcomes

demonstrate ethical dealings with stakeholders

demonstrate initiative and ability to shape events

demonstrate professionalism and commitment to industry goals and codes of practice

maintain commitment

remain focused on agreed objectives and goals even in difficult circumstances

tackle tough challenges and issues and take ownership for decisions

manage emotions and cope with stress

Context of and specific resources for assessment

Assessment is to be conducted in the workplace and in a simulated work environment

Method of assessment

The following assessment methods are suggested

feedback from stakeholders about the candidates professionalism ethical dealings with others and leadership through personal example

interview and oral questioning

review of professional development activities undertaken by candidate

roleplays and responses to scenarios

review of the candidates diaries and planning to demonstrate time management

Guidance information for assessment

This unit may be assessed holistically with other SFILEAD leadership units within a Skill Set or qualification

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.

Stakeholders and other organisations may include:

Austrade and Department of Foreign Affairs

certification or accreditation bodies and third-party auditors

commercial fishing or aquatic groups

community representatives, local land holders and residents

conservation and environmental organisations, such as the Nature Conservation Council and the World Wide Fund for Nature

cooperatives, marketing bodies and associations

current and potential customers, clients and suppliers

ecosystem or resource management committees or advisory groups, including Management Advisory Committees (MACs), catchment management groups, Landcare, Bushcare, Coastcare and Seacare

employer, company directors and other professional associations

export promotion agencies, such as the Exporters Club

government funding providers

Indigenous seafood or resource management groups and traditional fishing groups/cooperatives

media

ornamental, aquarium and other hobby groups

political organisations, politicians and ministerial advisors

professional, industry and state or territory representative bodies, including Seafood Experience Australia, National Aquaculture Council, Commonwealth Fisheries Association and Seafood Services Australia

relevant ministries, government departments (federal, state or territory and local) and other regulation authorities, such as Department of Agriculture, Forestry and Fisheries, Australian Fisheries Management Authority and Australian Aquaculture Inspection Service

research organisations, such as Australian Bureau of Agricultural Resource Economics and the Bureau of Rural Sciences

schools, registered training organisations (RTOs) and industry training centres, AgriFood Skills Australia Standing Committee and industry training advisory bodies (ITABs)

statutory authorities, such as the Fisheries Research and Development Corporation

surfing, recreational fishing and boating groups

unions.

Personal example may include:

consideration, praise and encouragement

ethics, integrity, honesty and sincerity

listening, sensitivity, warmth, humour and empathy

mediation and conciliation

networking

organisational protocol

professional manner and personal appearance

responding to deadlines and returning calls promptly

safety (food and occupational)

willingness to become involved

working with cultural diversity.

Conflicts of interest may include:

articles of association and legal requirements

bribery, gifts and entertainment

conflicting directorships or membership of organisations

corporation interest and personal gain

favours for friends and relatives

improper use of information

insider trading

political activity.

Leadership may include:

awareness of own strengths and weaknesses

empathy and social skills

inspiration and motivation of others

motivation, passion and optimism for achieving goals

resilience, adaptability and intuition

self-awareness and recognition

shared leadership responsibility and delegation.

Time management may include:

breaking tasks in to logical sequence of manageable activities

delegation of roles and responsibilities

keeping diaries and journals

setting priorities

systematic approach.

Learning opportunities may include:

coaching and mentoring

job, role and task rotation

participation at industry forums, workshops and seminars

participation in ecosystem, fishery or aquaculture management committee meetings

participation in leadership programs and resource management courses

participation in work groups attached to committees

shadowing or witnessing

tertiary and technical training to upgrade skills and qualifications.