Elements and Performance Criteria

The range of variables places the competency in context and allows for differences between enterprises and workplaces, including practices, knowledge and requirements. The range of variables also provides a focus for assessment and relates to the unit as a whole. The following variables may be present.

Personal example:
· ethics, integrity, honesty and sincerity
· dress, manner and personal appearance
· organisational etiquette
· safety
· listening, sensitivity, warmth, humour and empathy
· working with cultural diversity
· mediation and conciliation
· consideration, praise and encouragement
· networking
· responding to deadlines, returning calls promptly
· willingness to become involved.

Conflicts of interest:
· corporation interest and personal gain
· articles of association and legal requirements
· conflicting directorships or membership of organisations
· insider trading
· improper use of information
· bribery, gifts and entertainment
· favours for friends and relatives
· political activity.

Leadership traits:
· self-awareness and recognition
· motivation, passion and optimism for achieving goals
· empathy and social skills
· resilience, adaptability and intuition
· awareness of own strengths and weaknesses
· inspiration and motivation of others
· shared leadership responsibility, delegation.

Time management:
· keeping diaries, journals
· setting priorities
· breaking tasks in to logical sequence of manageable activities
· delegation of roles and responsibilities
· systematic approach.

Learning opportunities:
· coaching and mentoring
· shadowing
· job, role, and task rotation
· participation at industry forums, workshops and seminars
· participation in fisheries management committee meetings
· participation in working groups attached to committees
· leadership programs
· resource management courses
· tertiary and technical training to upgrade skills and qualifications.

Each unit of competency has an evidence guide that relates directly to the performance criteria and the range of variables. Its purpose is to guide assessment of the unit in the workplace and/or training program. The following components provide information to assist this purpose.

Underpinning knowledge
The essential knowledge and understanding a person needs to perform work to the required standard include:
· range of leadership styles and follower behaviour
· interpersonal interactions (verbal and non-verbal communication)
· code of practice, conflicts of interest
· time management techniques
· motivation techniques
· working with groups
· team building strategies.

Practical skills
The essential skills a person needs to perform work to the required standards include:
· ability to inspire, enthuse, encourage and praise others
· willingness to follow as well as lead
· understanding others and meet their needs
· developing morale and motivate groups
· willingness to challenge ideas and confront issues, barriers and obstacles
· taking responsibility for getting things done and moving the industry and organisation forward
· bouncing back from setbacks and remaining positive
· learning from others and from past mistakes
· working outside "comfort zone"
· seeking feedback and using this for continuous improvement.

Critical aspects of competence
Assessment must confirm the ability to:
· demonstrate ethical dealings with stakeholders
· demonstrate professionalism and commitment to industry goals and codes of practice
· tackle tough challenges and issues and take ownership for decisions
· demonstrate determination, motivation and persistence to "get the job done"
· demonstrate initiative and ability to shape events
· remain focused on agreed objectives and goals even in difficult circumstances
· maintain energy and long term commitment
· demonstrate commitment to continued learning
· manage emotions and cope with stress.

Interdependent assessment of units
This unit may be assessed with any other leadership units.

Context of assessment
Assessment is to be conducted in the workplace and in a simulated work environment.

Method of assessment
The following assessment methods are suggested:
· interview and oral questioning
· role plays and response to scenarios
· feedback from stakeholders about the candidate's professionalism, ethical dealings with others and leadership through personal example
· review of professional development activities undertaken by candidate
· review of the candidate's diaries and planning to demonstrate time management.

Resources required for assessment
· No recommendations.

This competency in practice
Industry representatives have provided storylines to illustrate the practical application of each unit of competency and show its relevance in a workplace setting.

'Introducing coxswain training to the oyster sector'
After the sinking of several heavily laden punts, the President of the Oyster Association was concerned about the legal liability of member operators who had not completed coxswain training. Although the consequences of employees drowning are obvious, it took him some time to convince his members of the importance of their obligation to provide proper duty of care.

After convincing them of the need for training, he located a reputable trainer and negotiated a combination of training and distance learning to suit his members. To reduce the cost for individuals, he won special development funds to cover most of the costs of the program. He then spent time with many of his members allaying their fears of study and fear of failure.

Through sheer energy and perseverance, this leader arranged for 98 operators to complete their coxswain training in 3 months. He managed to overcome their initial resistance by removing perceived barriers and convincing them of the benefits of taking their legal responsibilities more seriously.