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Evidence Guide: SFILEAD505C - Communicate with influence

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

 

SFILEAD505C - Communicate with influence

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

Communicate clearly

  1. The authority or mandate to present industry views or position is confirmed.
  2. Protocols and confidentiality of information are respected at all times.
  3. Audience information needs are clarified and position is prepared.
  4. Language used is appropriate for the audience.
  5. Active listening is used to seek stakeholder and other organisation input and achieve a balanced exchange of views.
  6. Feedback is sought at the time to ensure that the views expressed by all stakeholders have been understood.
The authority or mandate to present industry views or position is confirmed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Protocols and confidentiality of information are respected at all times.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Audience information needs are clarified and position is prepared.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Language used is appropriate for the audience.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Active listening is used to seek stakeholder and other organisation input and achieve a balanced exchange of views.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feedback is sought at the time to ensure that the views expressed by all stakeholders have been understood.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Lobby and negotiate persuasively

  1. Key individuals and target groups are identified for their value to advance industry interests and procedures.
  2. Realistic positions and supporting arguments are prepared in advance in anticipation of the likely expectations and tactics of others.
  3. Values, concerns and views of others are respected and lines of communication are kept open.
  4. Differences of opinion are acknowledged to encourage the rigorous examination of all options.
  5. A variety of communication styles are used to present industry positions to best effect.
  6. Mutually beneficial solutions are sought by establishing areas of common ground and potential compromise.
  7. Negotiations are kept focused on key issues and moving forward towards a final resolution.
  8. Agreements are adhered to in order to maintain the credibility and trust of others.
Key individuals and target groups are identified for their value to advance industry interests and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Realistic positions and supporting arguments are prepared in advance in anticipation of the likely expectations and tactics of others.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Values, concerns and views of others are respected and lines of communication are kept open.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Differences of opinion are acknowledged to encourage the rigorous examination of all options.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A variety of communication styles are used to present industry positions to best effect.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Mutually beneficial solutions are sought by establishing areas of common ground and potential compromise.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiations are kept focused on key issues and moving forward towards a final resolution.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Agreements are adhered to in order to maintain the credibility and trust of others.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in, or lead, meetings effectively

  1. The need for meetings is identified and programmed in response to need.
  2. An agenda and efficient, inclusive meeting procedures are used to maximise participation and maintain order.
  3. Summaries of key issues and possible options are prepared and disseminated in advance.
  4. Agreed outcomes are achieved in the available time by cooperating with others to seek consensus and compromise.
  5. Outcomes of meetings are promptly summarised for action and distributed to stakeholders, as required.
The need for meetings is identified and programmed in response to need.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

An agenda and efficient, inclusive meeting procedures are used to maximise participation and maintain order.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Summaries of key issues and possible options are prepared and disseminated in advance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Agreed outcomes are achieved in the available time by cooperating with others to seek consensus and compromise.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Outcomes of meetings are promptly summarised for action and distributed to stakeholders, as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make key presentations at forums and conferences

  1. Appropriate forums are selected to present industry positions to best effect.
  2. Reliable information and advice are obtained to prepare appropriate presentations.
  3. Language, explanations, media and information/entertainment balance are adapted to meet the needs of the audience.
  4. Responses to questions are open and honest.
Appropriate forums are selected to present industry positions to best effect.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reliable information and advice are obtained to prepare appropriate presentations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Language, explanations, media and information/entertainment balance are adapted to meet the needs of the audience.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Responses to questions are open and honest.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Represent the industry to the public and media

  1. Appropriate media are selected to maximise understanding of industry issues.
  2. Working relationships are established and maintained with influential individuals and media personnel to arrange effective coverage of industry views and events.
  3. A positive image of the industry is generated by awareness raising, broadcasting success stories and countering negativity.
  4. Media releases recognise the competition for news coverage and contain succinct information with a clear industry viewpoint.
Appropriate media are selected to maximise understanding of industry issues.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Working relationships are established and maintained with influential individuals and media personnel to arrange effective coverage of industry views and events.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A positive image of the industry is generated by awareness raising, broadcasting success stories and countering negativity.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Media releases recognise the competition for news coverage and contain succinct information with a clear industry viewpoint.

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:

communicate clearly with key individuals, target groups and the media to position the industry to best effect

listen actively, understand the information needs of others and adapt communication to suit

negotiate and lobby persuasively

prepare for, participate in, and lead meetings to obtain effective outcomes

use a range of public and community media and forums to confidently promote 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 stakeholders about the candidate's ability to participate in and lead meetings

feedback from stakeholders about the capability of the candidate to negotiate effectively

interview and oral questioning

observation of an oral presentation by the candidate

review of articles, media releases, presentation aids and other industry information prepared by the candidate

role-plays and responses 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

achieving outcomes in meetings through planning, encouraging participation, keeping order and maintaining momentum through documented actions

acknowledging disagreements and the views of others and dealing constructively with differences

compromising to achieve realistic and achievable outcomes

encouraging exchange of views and information through active listening and effective questioning

encouraging feedback

ensuring that negotiations stay focused and do not collapse unnecessarily

ensuring that the intended message is delivered and key points are covered

making a strong case without overselling or becoming personal or aggressive

presenting information confidently and effectively to individuals and groups in meetings, workshops and other forums

providing user-friendly verbal and written communication that is clear and concise.

Required knowledge

industry and organisational protocols for the release of information and communicating with the media and public

information and resources available in industry and organisation

available public and community forums

operation of media

political and government organisations, processes and communication channels

principles of cross-cultural communication

principles of negotiation, mediation, conflict resolution and incident de-escalation

structured and inclusive meeting procedures.

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/c-operatives

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.

Individuals and target groups may include:

community organisations

conservation and environmental organisations

cooperatives and marketing bodies

employer associations

fisheries management and advisory committees

government departments, ministers and advisers, politicians and political organisations

professional and industry bodies

schools, RTO's and industry training centres

statutory authorities

unions.

Meetings may include:

board meetings

ecosystem, fisheries and aquaculture management advisory committee/group meetings

meetings with industry groups, government and political representatives, and researchers

port, sector, cooperative, community and service club meetings

public forums

regional, state/territory or national policy development meetings.

Presentation may include:

clarity of message

dress, punctuality and personal appearance

humour and entertainment value

preparation, including knowledge of subject matter

presentations aids (e.g. handouts, overhead transparencies, slides, PowerPoint, videos, CDs and DVDs)

suitability of presentation for the audience and occasion

responses to questions

tone and volume of voice

use of language and explanations.

Media may include:

print media (e.g. newspapers, industry magazines, recreational magazines and journals)

radio programs (e.g. news grabs, interviews, current affairs and 'behind the news' documentaries)

television programs (e.g. news grabs, current affairs and documentaries)

internet, networks and chat sites.

Awareness raising may include:

community festivals (e.g. Blessing of the Fleet or farmers markets)

individual, group and panel presentations

industry newsletters and periodicals

information booth, literature displays at industry exhibitions, shopping malls and expos

newspaper articles and special lift outs

presentations to community organisations and service clubs

press releases

school visits

TV and radio interviews

internet, Facebook, Twitter and blogs.