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Evidence Guide: SFILEAD503C - Cultivate productive working relationships

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

 

SFILEAD503C - Cultivate productive working relationships

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

Develop and maintain effective relationships with individuals

  1. A wide network of contacts is developed and used by taking the time to talk and listen to stakeholders and other organisations.
  2. The benefits of a diversity of views are valued and used to build a broad industry perspective.
  3. Common ground is identified to facilitate consensus between sectoral interests and joint ownership of industry goals, strategies and plans.
  4. Respect is gained by demonstrating high performance standards and providing regular information, feedback and service to stakeholders.
A wide network of contacts is developed and used by taking the time to talk and listen to stakeholders and other organisations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The benefits of a diversity of views are valued and used to build a broad industry perspective.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Common ground is identified to facilitate consensus between sectoral interests and joint ownership of industry goals, strategies and plans.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respect is gained by demonstrating high performance standards and providing regular information, feedback and service to stakeholders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop influential networks, alliances and partnerships

  1. Sources of useful expertise and consultative mechanisms are identified to establish contact with other people and sectors and to develop a broader viewpoint.
  2. Cooperation is harnessed by identifying mutual benefits, agreeing on common goals and joint approaches and through creating 'win-win' outcomes.
  3. Collaborative relationships that position the industry with key peak bodies, government agencies and individuals are established and maintained.
  4. Agreements are adhered to and commitments are met to maintain credibility.
Sources of useful expertise and consultative mechanisms are identified to establish contact with other people and sectors and to develop a broader viewpoint.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Cooperation is harnessed by identifying mutual benefits, agreeing on common goals and joint approaches and through creating 'win-win' outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collaborative relationships that position the industry with key peak bodies, government agencies and individuals are established and maintained.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Agreements are adhered to and commitments are met to maintain credibility.

Completed
Date:

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Demonstrate diplomacy, integrity and ethics

  1. The sharing of knowledge and expertise is promoted by personal example.
  2. Genuine rapport with people at all levels is established through allocating sufficient time to listen and talk to them.
  3. People are treated fairly and with sensitivity to individual differences.
  4. Conflict is managed constructively, impartially and with a minimum of fuss.
  5. Respect is modelled through ethical values, honest actions and speech.
The sharing of knowledge and expertise is promoted by personal example.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Genuine rapport with people at all levels is established through allocating sufficient time to listen and talk to them.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

People are treated fairly and with sensitivity to individual differences.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respect is modelled through ethical values, honest actions and speech.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Individuals are encouraged to promote their own qualities or backgrounds.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communication styles are modified to accommodate diverse audiences.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and motivate others

  1. Emerging leaders and talented people are identified and encouraged with regular feedback and recognition.
  2. Learning opportunities are provided for emerging leaders through succession planning, effective coaching/mentoring and role rotation.
  3. Industry-wide initiatives are communicated to encourage and support emerging leaders.
Emerging leaders and talented people are identified and encouraged with regular feedback and recognition.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Learning opportunities are provided for emerging leaders through succession planning, effective coaching/mentoring and role rotation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Industry-wide initiatives are communicated to encourage and support emerging leaders.

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, 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.

Required Skills and Knowledge

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.

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

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.