Elements and Performance Criteria

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/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.
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:
articles of association and legal requirements
bribery, gifts and entertainment
conflicting directorships or membership of organisations
corporation interest and personal gain
favours for friends and relatives
improper use of information
insider trading
political activity.
Leadership 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 and recognition
shared leadership responsibility and delegation.
Time management may include:
breaking tasks in to logical sequence of manageable activities
delegation of roles and responsibilities
keeping diaries and journals
setting priorities
systematic approach.
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.

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:
demonstrate commitment to continued learning
demonstrate determination, motivation and persistence to achieve outcomes
demonstrate ethical dealings with stakeholders
demonstrate initiative and ability to shape events
demonstrate professionalism and commitment to industry goals and codes of practice
maintain commitment
remain focused on agreed objectives and goals even in difficult circumstances
tackle tough challenges and issues and take ownership for decisions
manage emotions and cope with stress.
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 professionalism, ethical dealings with others and leadership through personal example
interview and oral questioning
review of professional development activities undertaken by candidate
role-plays and responses to scenarios
review of the candidate's diaries and planning to demonstrate time management.
Guidance information for assessment
This unit may be assessed holistically with other SFILEAD (leadership) units within a Skill Set or qualification.