Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

SFILEAD503C Mapping and Delivery Guide
Cultivate productive working relationships

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency SFILEAD503C - Cultivate productive working relationships
Description This unit of competency deals with the capability of the strategic leader to establish and maintain a wide network of key contacts and work collaboratively with them to further the broad interests of the industry. It also covers the ability to foster and support new leaders. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit has application for the development of industry leaders involved in strategic management of the seafood industry. This unit is one of seven strategic leadership units at Diploma level. The strategic leadership units are undertaken as a group and are listed as a Skill Set in the SFI10 Seafood Industry Training Package.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Develop and maintain effective relationships with individuals
  • A wide network of contacts is developed and used by taking the time to talk and listen to stakeholders and other organisations.
  • The benefits of a diversity of views are valued and used to build a broad industry perspective.
  • Common ground is identified to facilitate consensus between sectoral interests and joint ownership of industry goals, strategies and plans.
  • Respect is gained by demonstrating high performance standards and providing regular information, feedback and service to stakeholders.
       
Element: Develop influential networks, alliances and partnerships
  • Sources of useful expertise and consultative mechanisms are identified to establish contact with other people and sectors and to develop a broader viewpoint.
  • Cooperation is harnessed by identifying mutual benefits, agreeing on common goals and joint approaches and through creating 'win-win' outcomes.
  • Collaborative relationships that position the industry with key peak bodies, government agencies and individuals are established and maintained.
  • Agreements are adhered to and commitments are met to maintain credibility.
       
Element: Demonstrate diplomacy, integrity and ethics
  • The sharing of knowledge and expertise is promoted by personal example.
  • Genuine rapport with people at all levels is established through allocating sufficient time to listen and talk to them.
  • People are treated fairly and with sensitivity to individual differences.
  • Conflict is managed constructively, impartially and with a minimum of fuss.
  • Respect is modelled through ethical values, honest actions and speech.
       
Element: Work effectively with cultural diversity
  • Cultural diversity is respected and promoted as an integral part of the industry.
  • Individuals are encouraged to promote their own qualities or backgrounds.
  • Communication styles are modified to accommodate diverse audiences.
       
Element: Develop and motivate others
  • Emerging leaders and talented people are identified and encouraged with regular feedback and recognition.
  • Learning opportunities are provided for emerging leaders through succession planning, effective coaching/mentoring and role rotation.
  • Industry-wide initiatives are communicated to encourage and support emerging leaders.
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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:

consult, listen actively and be open to a wide range of views

develop and maintain a wide range of useful contacts and networks

encourage and support others as part of a succession plan

establish collaborative relationships

provide efficient and responsive feedback to stakeholders and others

respect and harnesses individuality and diversity to benefit the industry.

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 colleagues about the candidate's respect for diversity, ethical behaviour and support of emerging leaders

feedback from stakeholders about the candidate's ability to establish and maintain effective networks

interview and oral questioning

role plays and response to scenarios.

Guidance information for assessment

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

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

consulting and encouraging involvement and commitment with the industry

encouraging an exchange of views with a broad cross-section of people without attributing blame when things go wrong

liaising with key people in community, peak bodies, industry forums and government

respecting and valuing individual differences

seeking out, identifying, and encouraging people with potential

listening to others and establish rapport

supporting others to develop their skills and overcome obstacles

using communication and greeting protocols in languages other than English

working to understand and harness the personality, motivation and diverse qualities of others.

Required knowledge

benefits of diversity to industry and general community

government legislation, public policy and programs and budget processes

industry organisations and formal and informal networks

other stakeholder organisations, including environmental and community organisations

learning processes and skill development strategies

performance appraisal and monitoring

political context, such as parties, platforms and processes.

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

cooperatives, marketing bodies and associations

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

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.

Benefits of a diversity of views may include:

cultural enrichment and inclusion

greater range of available views, ideas and strategies

improved response to stakeholders

retention of broad stakeholder interest and support

stronger community and public awareness and involvement

wider range of potential leaders.

Collaborative relationships may include:

franchising

joint policy statements

joint promotion of policies, objectives or services

joint ventures

partnerships.

Agreements may include:

community consultation strategies

financial arrangements

government and public relations strategies

industry or organisational plans

partnership agreements

pricing, marketing and export development agreements and alliances

research and development needs and priorities

resource management strategies

training or professional development needs and priorities

workplace agreements.

Individual differences may include:

age, gender, sexual preference and marital status

culture, race, religion, ethnicity and language

educational background, thinking and learning styles

expertise, life and work experience, and working styles

interpersonal interactions

personality types

physical and intellectual capability

political views

socioeconomic status.

Ethical values may include:

diligence

economy and efficiency

honesty, openness, trustworthiness and confidentiality

integrity, objectivity and impartiality

probity

procedural fairness

respect for individual differences

respect for the law and natural justice

responsibility, accountability and corporate governance.

Cultural diversity may include:

recognition and accommodation of cultural diversity and culture-based belief systems

recognition of the linguistic and cultural assets within the population

respect for and accommodation of culture, language and religion of others within an Australian legal and institutional framework.

Learning opportunities may include:

coaching or mentoring

job, role and task rotation

leadership programs

participation at industry forums and workshops

participation in fisheries management committee meetings

participation in working groups attached to committees

performance appraisal interviews

resource management courses

shadowing

tertiary and technical training.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
A wide network of contacts is developed and used by taking the time to talk and listen to stakeholders and other organisations. 
The benefits of a diversity of views are valued and used to build a broad industry perspective. 
Common ground is identified to facilitate consensus between sectoral interests and joint ownership of industry goals, strategies and plans. 
Respect is gained by demonstrating high performance standards and providing regular information, feedback and service to stakeholders. 
Sources of useful expertise and consultative mechanisms are identified to establish contact with other people and sectors and to develop a broader viewpoint. 
Cooperation is harnessed by identifying mutual benefits, agreeing on common goals and joint approaches and through creating 'win-win' outcomes. 
Collaborative relationships that position the industry with key peak bodies, government agencies and individuals are established and maintained. 
Agreements are adhered to and commitments are met to maintain credibility. 
The sharing of knowledge and expertise is promoted by personal example. 
Genuine rapport with people at all levels is established through allocating sufficient time to listen and talk to them. 
People are treated fairly and with sensitivity to individual differences. 
Conflict is managed constructively, impartially and with a minimum of fuss. 
Respect is modelled through ethical values, honest actions and speech. 
Cultural diversity is respected and promoted as an integral part of the industry. 
Individuals are encouraged to promote their own qualities or backgrounds. 
Communication styles are modified to accommodate diverse audiences. 
Emerging leaders and talented people are identified and encouraged with regular feedback and recognition. 
Learning opportunities are provided for emerging leaders through succession planning, effective coaching/mentoring and role rotation. 
Industry-wide initiatives are communicated to encourage and support emerging leaders. 

Forms

Assessment Cover Sheet

SFILEAD503C - Cultivate productive working relationships
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

SFILEAD503C - Cultivate productive working relationships

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: