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Evidence Guide: SFILEAD408A - Analyse information to develop strategic seafood management options

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

 

SFILEAD408A - Analyse information to develop strategic seafood management options

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

Analyse meeting papers and other information prior to meetings

  1. Available information is assessed for key points, assumptions and recommendations.
  2. Questions to clarify critical information and advice are developed in readiness for meetings.
  3. Additional specialist advice is sought, where necessary.
  4. Viewpoints expressed by all stakeholders and other organisations are interpreted from a broad industry perspective.
Available information is assessed for key points, assumptions and recommendations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Questions to clarify critical information and advice are developed in readiness for meetings.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Additional specialist advice is sought, where necessary.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Viewpoints expressed by all stakeholders and other organisations are interpreted from a broad industry perspective.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare realistic positions and supporting arguments in advance

  1. The implications of the available information and any proposed strategies for the participant's sector are assessed.
  2. The likely expectations and points of negotiation of other participants are determined.
  3. Logical and balanced conclusions are drawn from the available information.
  4. Practical and sustainable resource managementoptions are planned from a broad industry perspective.
The implications of the available information and any proposed strategies for the participant's sector are assessed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The likely expectations and points of negotiation of other participants are determined.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Logical and balanced conclusions are drawn from the available information.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practical and sustainable resource managementoptions are planned from a broad industry perspective.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Propose strategic approaches to resource management

  1. Input to management plans is constructive and sympathetic to the interests of all stakeholders.
  2. The uncertainty and lack of precision of scientific and other information are appreciated and reflected in the selection of management strategies.
  3. Performance indicators are proposed for preferred options that are consistent with the interest of the broad range of ecosystem users.
Input to management plans is constructive and sympathetic to the interests of all stakeholders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The uncertainty and lack of precision of scientific and other information are appreciated and reflected in the selection of management strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Performance indicators are proposed for preferred options that are consistent with the interest of the broad range of ecosystem users.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse meeting papers and other information prior to meetings

  1. Available information is assessed for key points, assumptions and recommendations.
  2. Questions to clarify critical information and advice are developed in readiness for meetings.
  3. Additional specialist advice is sought, where necessary.
  4. Viewpoints expressed by all stakeholders and other organisations are interpreted from a broad industry perspective.
Available information is assessed for key points, assumptions and recommendations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Questions to clarify critical information and advice are developed in readiness for meetings.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Additional specialist advice is sought, where necessary.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Viewpoints expressed by all stakeholders and other organisations are interpreted from a broad industry perspective.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare realistic positions and supporting arguments in advance

  1. The implications of the available information and any proposed strategies for the participant's sector are assessed.
  2. The likely expectations and points of negotiation of other participants are determined.
  3. Logical and balanced conclusions are drawn from the available information.
  4. Practical and sustainable resource managementoptions are planned from a broad industry perspective.
The implications of the available information and any proposed strategies for the participant's sector are assessed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The likely expectations and points of negotiation of other participants are determined.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Logical and balanced conclusions are drawn from the available information.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practical and sustainable resource managementoptions are planned from a broad industry perspective.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Propose strategic approaches to resource management

  1. Input to management plans is constructive and sympathetic to the interests of all stakeholders.
  2. The uncertainty and lack of precision of scientific and other information are appreciated and reflected in the selection of management strategies.
  3. Performance indicators are proposed for preferred options that are consistent with the interest of the broad range of ecosystem users.
Input to management plans is constructive and sympathetic to the interests of all stakeholders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The uncertainty and lack of precision of scientific and other information are appreciated and reflected in the selection of management strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Performance indicators are proposed for preferred options that are consistent with the interest of the broad range of ecosystem users.

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:

analyse long-term trends to identify the need to change current industry policies and procedures

assess the implications of a particular course of action for other stakeholders and interest groups

canvass management strategies that reflect risk and the uncertainty of impacts on the ecosystem

challenge traditional thinking and solutions and seek proactive and adaptive approaches

develop and promote practical action plans and strategies to achieve the industry's vision and goals

evaluate the potential outcomes of strategies in respect to achieving industry goals

identify current best practice in other industries and organisations (both within Australia and internationally)

identify opportunities for beneficial change

take a broad industry view that goes beyond sectors, organisations and individuals.

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 contribution to seafood management planning in the sector

interview and oral questioning

review of articles, reports, advice and other industry information written 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

applying adaptive management strategies to reflect the uncertainty of scientific data

assessing a range of alternatives rather than choosing the easiest option

communicating industry visions and directions to other stakeholders

critically analysing information, summarising the key issues and making sense of them

developing solutions and practical strategies that are innovative

explaining ideas and concepts to a range of audiences

identifying changing circumstances and the need to challenge current industry positions

interpreting complex information, including legislation, regulations, business plans, budgets, fisheries and other scientific research data

negotiating for consensus or compromise.

Required knowledge

adaptive management strategies

relevant government policies

impact of change on individuals, groups, organisations and industry

policy development and budget processes at commonwealth, state or territory and local level

political parties, platforms and processes

relevant developments in other industries and sectors

relevant legislation, regulations and international treaties and agreements

resource management options

strategies for consulting and gaining support for industry positions.

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.

Information may include:

discussion of issues:

at port, sector, cooperative and community meetings

with industry groups and government representatives

verbal information (e.g. face to face and telephone)

websites, Facebook, Twitter and other online networks

written information (electronic, SMS, memos, reports, newsletters, surveys, media releases, posters and brochures).

Stakeholder 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.

Participants may include:

chairperson, who may be independent

commercial fisher seafood sector members

environment and conservation members

government or agency members, such as Australian Fisheries Management Authority representatives

other community or stakeholder members

recreational fisher or resource user members

research members

traditional fisher or resource user members.

Balanced conclusions may include:

achievement of ESD of the species

achievement of the commercial viability of fishing operators

conservation of the species

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

maintenance of the ecosystem

recognition of the interests of other users of the ecosystem.

Resource management options may include:

combination of input and output controls and other sector-specific options

input controls for aquaculture, ornamental or holding enterprises:

licences or permits for operation

open and closed seasons

restrictions on intensity of operations, and numbers of culture or holding units within specific area

restrictions on translocations of live stock

specifications or minimal requirements on equipment

input controls for fishing:

area closures

limited entry

open and closed seasons

restriction on boat numbers

restrictions on gear

output controls for aquaculture, ornamental or holding enterprises:

information on production returns

treatment and disposal of effluents and wastes

output controls for fishing:

individual transferable quotas

total allowable catches.