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Evidence Guide: SFILEAD403B - Demonstrate commitment and professionalism

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

 

SFILEAD403B - Demonstrate commitment and professionalism

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

Exhibit professionalism

  1. Open, honest and ethical dealings with stakeholders are demonstrated through personal example.
  2. Industry goals are placed above self-interest or gain and conflicts of interest are declared promptly.
  3. Personal commitment and loyalty to the industry are shown by supporting agreed goals, other leaders, colleagues and staff.
  4. Leadership is demonstrated by inspiring others to participate in the achievement of common goals.
  5. Information gained through own position is used sensitively and in the best interests of the industry.
Open, honest and ethical dealings with stakeholders are demonstrated through personal example.

Completed
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Industry goals are placed above self-interest or gain and conflicts of interest are declared promptly.

Completed
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Personal commitment and loyalty to the industry are shown by supporting agreed goals, other leaders, colleagues and staff.

Completed
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Leadership is demonstrated by inspiring others to participate in the achievement of common goals.

Completed
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Information gained through own position is used sensitively and in the best interests of the industry.

Completed
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Make a commitment to achieve outcomes

  1. A strong personal commitment to achieving industry sector objectives is made, while balancing personal and work commitments.
  2. Effective time management is demonstrated.
  3. A commitment is made to learning and continuous improvement.
A strong personal commitment to achieving industry sector objectives is made, while balancing personal and work commitments.

Completed
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Effective time management is demonstrated.

Completed
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A commitment is made to learning and continuous improvement.

Completed
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Demonstrate diplomacy, integrity and ethics

  1. The sharing of knowledge and expertise is demonstrated through personal example.
  2. Conflict is managed constructively, impartially and with a minimum of fuss.
  3. Respect is engendered through ethical values and honest actions and speech.
The sharing of knowledge and expertise is demonstrated through personal example.

Completed
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Conflict is managed constructively, impartially and with a minimum of fuss.

Completed
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Respect is engendered through ethical values and honest actions and speech.

Completed
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Work effectively with cultural diversity

  1. Cultural diversity is respected and promoted as an integral part of the industry.
  2. Individuals are encouraged to promote their own qualities or backgrounds.
  3. Communication styles are modified to accommodate diverse audiences.
Cultural diversity is respected and promoted as an integral part of the industry.

Completed
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Individuals are encouraged to promote their own qualities or backgrounds.

Completed
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Communication styles are modified to accommodate diverse audiences.

Completed
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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, 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:

cope with stress

demonstrate commitment to continued learning

demonstrate ethical dealings with stakeholders

demonstrate professionalism and commitment to sector goals and codes of practice

demonstrate determination, motivation and persistence in achieving outcomes

maintain energy and long-term commitment

remain focused on agreed objectives and goals even in difficult circumstances

respect and harness individuality and diversity to benefit the sector.

Context of and specific resources for assessment

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

Method of assessment

The following assessment methods are suggested:

interview and oral questioning

role-plays and responses to scenarios

feedback from stakeholders about the candidate's professionalism, respect for diversity, ethical dealings with others and leadership through personal example

review of professional development activities undertaken by the candidate

review of the candidate's diaries and planning to evaluate time management.

Guidance information for assessment

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

Required Skills and Knowledge

Required skills

developing morale and motivating groups

inspiring, enthusing, encouraging and praising others

learning from others and from past mistakes

respecting and valuing individual differences

seeking feedback and using this for continuous improvement

taking responsibility for achieving outcomes and moving the sector forward

willingness to challenge ideas and confront issues, barriers and obstacles

willingness to follow as well as to lead

working outside one's comfort zone.

Required knowledge

benefits of diversity to sector and general community

codes of practice or ethics and conflicts of interest

interpersonal interactions involving verbal and non-verbal communication

learning processes and skill development strategies

motivation techniques

range of leadership styles and follower behaviour

team-building strategies

time-management techniques

working with groups.

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 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

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

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

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:

bribery, gifts and entertainment

conflicting directorships or membership of organisations

favours for friends and relatives

improper use of information

insider trading

political activity.

Leadership qualities 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

shared leadership responsibility and delegation.

Time management may include:

breaking tasks in to a logical sequence of manageable activities

delegating roles and responsibilities

maintaining a systematic approach

keeping diaries and journals

setting priorities.

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.

Ethical values may include:

diligence

economy and efficiency

honesty, openness, trustworthiness and confidentiality

integrity, objectivity and impartiality

probity and compliance

procedural fairness

respect for individual differences and cultural diversity

respect for the law and natural justice

responsibility, accountability and corporate governance.

Benefits of cultural diversity may include:

cultural enrichment and inclusion

greater range of available views, ideas and strategies

retention of broad stakeholder interest and support

stronger community and public awareness and involvement

wider range of potential leaders.