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Evidence Guide: MARG5001A - Provide leadership to crew

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

MARG5001A - Provide leadership to crew

What evidence can you provide to prove your understanding of each of the following citeria?

Allocate duties

  1. Workload is scheduled effectively to facilitate vessel operational efficiency
  2. Duties, rosters and responsibilities are assessed against and matched to crew capabilities and according to legislative and organisational requirements
  3. Crew are allocated workload priority and performance expectations are communicated clearly
  4. Workload of crew is continuously assessed according to agreed objectives and timelines
  5. Performance of crew and individuals is systemically monitored against defined measurable performance criteria to ensure satisfactory completion of assigned workloads
  6. Performance above expectations is identified and reinforced through recognition and continuous feedback
  7. Performance below expectations is identified and development plan for improved performance is negotiated, agreed on and documented according to organisational requirements
  8. Potential and current issues and problems arising within the crew and/or individuals are identified and acted on according to organisational and legislative requirements
Workload is scheduled effectively to facilitate vessel operational efficiency

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Duties, rosters and responsibilities are assessed against and matched to crew capabilities and according to legislative and organisational requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Crew are allocated workload priority and performance expectations are communicated clearly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Workload of crew is continuously assessed according to agreed objectives and timelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Performance of crew and individuals is systemically monitored against defined measurable performance criteria to ensure satisfactory completion of assigned workloads

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Performance above expectations is identified and reinforced through recognition and continuous feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Performance below expectations is identified and development plan for improved performance is negotiated, agreed on and documented according to organisational requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Potential and current issues and problems arising within the crew and/or individuals are identified and acted on according to organisational and legislative requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide learning and development activities

  1. Action plan to meet individual and group learning and development needs is prepared
  2. Individuals are supported to identify their specific learning and development needs
  3. Crew members are encouraged and supported to take advantage of learning and development opportunities according to their needs and organisational requirements
  4. On-the-job learning opportunities are provided according to individual needs and to the required standard
  5. Crew members are encouraged and supported in applying new skills and knowledge in the workplace
Action plan to meet individual and group learning and development needs is prepared

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Individuals are supported to identify their specific learning and development needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Crew members are encouraged and supported to take advantage of learning and development opportunities according to their needs and organisational requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

On-the-job learning opportunities are provided according to individual needs and to the required standard

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Crew members are encouraged and supported in applying new skills and knowledge in the workplace

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate effectively with crew and stakeholders

  1. Interpersonal skills and communication techniques are used to facilitate open communication within crew, ensure understanding and encourage accurate exchange of information
  2. Meetings and briefings are conducted to maintain understanding and support with crew and stakeholders
  3. Barriers to effective cross-cultural communication are identified and addressed to maintain effective relationships
  4. Positive involvement and contributions are encouraged from all crew members
  5. Communications are clear and accurate to ensure that information can be easily understood and acted upon
  6. Strategies for resolving differences are used to negotiate issues and problems
  7. Communication is used to develop and maintain positive relationships, mutual trust and confidence
Interpersonal skills and communication techniques are used to facilitate open communication within crew, ensure understanding and encourage accurate exchange of information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Meetings and briefings are conducted to maintain understanding and support with crew and stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Barriers to effective cross-cultural communication are identified and addressed to maintain effective relationships

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Positive involvement and contributions are encouraged from all crew members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communications are clear and accurate to ensure that information can be easily understood and acted upon

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Strategies for resolving differences are used to negotiate issues and problems

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communication is used to develop and maintain positive relationships, mutual trust and confidence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide leadership within the crew

  1. Crew members are provided with the support, leadership and advice necessary to perform work safely and effectively
  2. Assistance is provided to crew members to accomplish teamwork and achieve organisational goals
  3. Conflict situations in crew are identified and conflict resolution strategies applied
  4. Leadership and guidance strategies are varied to meet changing priorities and situations, taking into account the differing needs and skills of individuals and the requirements of the tasks
Crew members are provided with the support, leadership and advice necessary to perform work safely and effectively

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assistance is provided to crew members to accomplish teamwork and achieve organisational goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conflict situations in crew are identified and conflict resolution strategies applied

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Leadership and guidance strategies are varied to meet changing priorities and situations, taking into account the differing needs and skills of individuals and the requirements of the tasks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make effective decisions

  1. Information is gathered and analysed to generate a range of options
  2. Decisions made are the most effective for the situation based on sufficient, valid and reliable information
  3. Decisions made are consistent with personal and professional values, ethics and regulatory obligations
  4. Consultative and participative decision making is used in implementing and reviewing the work of the crew and the distribution of responsibilities
  5. Needs and expectations of crew and the organisation are taken into account through decision making
  6. Decision making is undertaken according to risk management plans and within appropriate timeframes
  7. Effectiveness of decisions is evaluated to improve future decision making
Information is gathered and analysed to generate a range of options

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Decisions made are the most effective for the situation based on sufficient, valid and reliable information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Decisions made are consistent with personal and professional values, ethics and regulatory obligations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consultative and participative decision making is used in implementing and reviewing the work of the crew and the distribution of responsibilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Needs and expectations of crew and the organisation are taken into account through decision making

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Decision making is undertaken according to risk management plans and within appropriate timeframes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Effectiveness of decisions is evaluated to improve future decision making

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, the required skills and knowledge, the range statement and the Assessment Guidelines for the Training Package.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

The evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of the Elements, Performance Criteria, Required Skills, Required Knowledge and include:

developing effective planning documents

sharing an accurate understanding of current and predicted vessel status, operational status and external environment with necessary crew members

demonstrating effective leadership behaviour and teamwork techniques.

Context of and specific resources for assessment

Performance is demonstrated consistently over time and in a suitable range of contexts.

Resources for assessment include access to:

simulated situation where providing leadership to a crew, including motivation and teamwork, can be demonstrated

tools, equipment and personal protective equipment currently used in industry

relevant regulatory and equipment documentation that impacts on work activities

range of relevant exercises, case studies and/or other simulated practical and knowledge assessments

appropriate range of relevant operational situations in the workplace.

In both real and simulated environments, access is required to:

relevant and appropriate materials and equipment

applicable documentation including workplace procedures, regulations, codes of practice and operation manuals.

Method of assessment

Practical assessment must occur in an:

appropriately simulated workplace environment and/or

appropriate range of situations in the workplace.

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate to this unit:

direct observation of the candidate providing leadership to a crew

direct observation of the candidate applying relevant WHS/OHS requirements and work practices

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

In all cases where practical assessment is used it should be combined with targeted questioning to assess Required Knowledge.

Assessment processes and techniques must be appropriate to the language and literacy requirements of the work being performed and the capacity of the candidate.

Required Skills and Knowledge

Required Skills:

Allocate, assign and prioritise resources

Apply:

decision-making techniques

assertiveness and leadership

Communicate:

effectively on board and ashore

with other ships, coast stations and VTS centres

to perform officer duties, which may include communicating with a multilingual crew

Ensure that communications are clear and understood

Use and understand the IMO Standard Marine Communication Phrases (IMOSMCP)

Required Knowledge:

Allocation, assignment and prioritisation of resources

Assertiveness and leadership including motivation

Communication techniques and strategies

Decision-making techniques

Effective communication on board and ashore

English language to:

communicate with other ships, coast stations and VTS centres

perform officer’s duties, which may include communicating with a multilingual crew

Principles and techniques involved in:

performance management systems

assertiveness, leadership, motivation

teamwork

Risk management as the process of identifying potential negative events and developing plans to mitigate or minimise the likelihood of the negative event occurring and/or the consequences, if it does occur

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.

Performance expectations may include:

Documented key performance indicators (KPIs) for:

individuals

individuals and crew

Informal KPIs developed by the Master for:

individuals

individuals and crew

Development plan may include:

Capacity for inserting ongoing evaluation, review and input

Codes of conduct

Crew competencies

Crew roles and responsibilities

KPIs

Learning opportunities

Negotiated agreement with individual

Performance standards

Work allocation

Work health and safety (WHS)/occupational health and safety (OHS) requirements

Work outputs and processes

Potential and current issues and problems may include:

Appeals against formal decisions such as assessments

Bullying

Discrimination and harassment

Dispute between individuals or parties

Grievances

Injury rehabilitation

Perceived or actual relating to work:

roles, job design and allocation of duties

performance of self and others

Prejudice or racial vilification

Promotions

Stress or personal problems

Learning and development opportunities may include:

Career pathways

Coaching

Conference and seminar attendance

External study

Formal course participation

Induction

In-house training programs

Job rotation

Mentoring

On-the-job training

Secondment

Interpersonal skills and communication techniques may include:

Active listening

Constructive feedback

Control of voice and body language

Flexibility and willingness to negotiate

Non-verbal communication

Presenting options and consequences

Paraphrasing

Reflecting and summarising

Speaking clearly and concisely

Seeking feedback to check understanding

Showing awareness of cultural and social differences

Using language sensitively

Using positive, confident and cooperative language

Stakeholders may include:

Coast stations

Master

Other ships

VTS centres

Barriers to effective cross-cultural communication may include:

Assumptions

Cultural

First or preferred language

Level of skill and knowledge

Power imbalance

Racist and prejudiced attitudes

Socioeconomic

Stereotypes and generalisations

Structural

Teamwork may include:

Advantages and disadvantages

Individual and group behaviour

Team building

Team problem solving

Types of groups

Organisational goals may include:

Client service standards

Environmental management

Organisational service standards

WHS/OHS

Leadership and guidance strategies may include:

Delegation

Empowerment

Job design

Motivation

Process theories