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
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.

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.