NTISthis.com

Evidence Guide: SFILEAD402B - Negotiate effectively for the sector

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

 

SFILEAD402B - Negotiate effectively for the sector

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

Maintain effective networks with individuals

  1. A network of contacts is developed, maintained 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 perspective of the industry sector.
  3. Cooperation is encouraged between sectoral interests by identifying mutual benefits.
A network of contacts is developed, maintained 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 perspective of the industry sector.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Cooperation is encouraged between sectoral interests by identifying mutual benefits.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate clearly

  1. Stakeholder information needs are clarified and the leader's sector's position is prepared.
  2. Language is used appropriate to the situation.
  3. Active listening is used to seek stakeholder input and achieve a balanced exchange of views.
  4. Feedback is sought at the time to ensure that the views expressed by all stakeholders have been understood.
Stakeholder information needs are clarified and the leader's sector's position is prepared.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Language is used appropriate to the situation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Active listening is used to seek stakeholder 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:

 

 

 

 

 

 

 

Negotiate persuasively

  1. Key individuals and target groups that can advance industry interests and procedures are identified.
  2. Realistic positions and supporting arguments are prepared in advance in anticipation of the likely expectations and points of negotiation of other stakeholders.
  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. Negotiations are kept focused on key issues and moving towards a final resolution.
Key individuals and target groups that can advance industry interests and procedures are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Realistic positions and supporting arguments are prepared in advance in anticipation of the likely expectations and points of negotiation of other stakeholders.

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:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate effectively in meetings

  1. Attendance at meetings is prepared and planned.
  2. Meeting procedures are followed.
  3. Accurate and balanced information is provided to add constructively to debate.
  4. Consensus and compromise are sought to achieve agreed outcomes.
  5. Agreed outcomes of meetings are adhered to and disseminated to other sector members.
Attendance at meetings is prepared and planned.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Meeting procedures are followed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Accurate and balanced information is provided to add constructively to debate.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consensus and compromise are sought to achieve agreed outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Agreed outcomes of meetings are adhered to and disseminated to other sector members.

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 government to position the industry to best effect

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

prepare for and participate in meetings to obtain effective outcomes

negotiate and lobby persuasively

review evidence from leadership or other appropriate training programs or courses

negotiate constructively by acknowledging the legitimate positions of other stakeholders.

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:

feedback from stakeholders about the candidate's ability to participate in meetings

feedback from stakeholders about the capability of the candidate to establish rapport and negotiate effectively

interview and oral questioning

observation of networking undertaken by the candidate

review of 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 adherence to meeting procedures and seeking consensus and compromise

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

compromising to achieve realistic and achievable outcomes

consulting and encouraging involvement and commitment within the sector

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

ensuring that negotiations stay focused and do not collapse unnecessarily

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

identifying and liaising with key people from stakeholder groups, other organisations and government

making a strong case without overselling or becoming personal or aggressive

providing verbal and written communication that is clear and concise.

Required knowledge

available public and community forums

government legislation and budget processes

government organisations, processes and communication channels

information and resources available in the industry and within the organisation

political parties, platforms and processes

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

structured and inclusive meeting procedures

the range of stakeholder organisations and their interests.

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.

Diversity of views may include:

achievement of economically sustainable development (ESD) of the species

achievement of the commercial viability of fishing or aquaculture operators

conservation of the species

humane slaughter and animal welfare

maintenance of the ecosystem

implementation of adaptive management strategies that reflect uncertainty in scientific and other data

recognition of the interests of other users of the ecosystem

resource access and use of non-renewable resources (e.g. water and fuel).

Industry sector may include:

aquaculture

fisheries compliance

foreign fishers and companies

importing, exporting, trading and marketing

Indigenous Australian fishers

ornamentals and aquaria

post-harvest:

live holding or display

processing

transport and distribution

wholesale and retail

vessel operations

wild catch fisheries, including fishing charter operations.

Meetings may include:

cooperative or other organisation's board meetings

meetings with industry groups, researchers and government and political representatives

port, sector, community and service club meetings

public forums

regional, state, territory and national policy development meetings

resource management groups, including fishery MACs, Landcare, Bushcare, Coastcare and Seacare

catchment management group meetings