Unit of competency details

Release 

Comments 

Release 2

Created to fix formatting errors only.

Released with CUS09 Music Training Package version 1.2

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

ELEMENT 

PERFORMANCE CRITERIA 

1. Build industry networks

1.1 Attend creative arts industry productions and events  and identify the commercial value of relevant industry products and services

1.2 Talk with people in the industry to develop an awareness of typical formal and informal pathways into different job roles

1.3 Use a range of sources  to establish potential contacts and to keep up to date with industry trends and career possibilities

1.4 Explore and participate in work and work experience opportunities as a way of advancing career possibilities

2. Develop a career plan

2.1 Seek advice from people working in areas of interest regarding career potential and any specific preparation required

2.2 Evaluate and align own skills and interests to preferred career pathways within the creative arts industry

2.3 Clarify additional skills required for preferred career pathways and confirm with relevant personnel 

2.4 Identify and use learning opportunities  to maximise career opportunities for occupations  within the creative arts industry

2.5 Align own career aspirations/potential with realistic career goals and discuss with relevant personnel

2.6 Document and store a career plan  and discuss with relevant personnel

3. Develop a skills portfolio

3.1 In consultation with relevant personnel, plan a portfolio of evidence to meet a range of purposes 

3.2 Identify appropriate presentation methodologies  for a portfolio and confirm with relevant personnel

3.3 Develop a résumé or résumés that promote own ability to meet specific job requirements

3.4 Maintain portfolio in a format appropriate to creative arts industry work contexts

This section describes the skills and knowledge required for this unit.

Required skills 

• communication skills sufficient to:

• discuss industry issues and trends with colleagues and practitioners
• establish and maintain industry networks
• present self and skills portfolio to potential employers
• use appropriate cultural protocols and industry terminology

• learning skills sufficient to:

• align own career aspirations with realistic career goals
• identify learning opportunities to maximise career goals
• seek feedback and integrate constructive advice into career planning

• literacy skills sufficient to:

• read and understand industry information
• write a personal résumé

• planning and organisational skills sufficient to prepare a skills portfolio and personal résumé in a logical and clear way
• self-management skills sufficient to monitor career aspirations and introduce strategies to improve career potential
• problem-solving skills sufficient to plan for factorsaffectingcareer outcomes
• technology skills sufficient to access/download career information and resources

Required knowledge 

• copyright, moral rights, intellectual property and legislation and their impact on the creative arts industry
• nature, role and functions of practitioners and industry organisations
• OHS requirements relevant to particular work contexts
• sources of information on the creative arts industry and ways of maintaining current industry knowledge
• understanding of creative arts industry terminology
• typical formats for personal résumés
• understanding of the following areas and how they apply to day-to-day work activities (in relation to the particular creative arts industry sector in which knowledge is being assessed):

• cultural nuances appropriate to selected work contexts
• employment opportunities and career pathways into and within the industry
• legal issues that affect industry practitioners, negotiations and contracts
• occupations, work tasks and levels of remuneration

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 and evidence required to demonstrate competency in this unit 

Evidence of the ability to:

• develop a career plan
• develop a skills portfolio
• write a personal résumé.

Context of and specific resources for assessment 

Assessment must ensure:

• access to an environment where:

• career information and resources can be evaluated
• career plans can be developed and actioned
• industry contacts and networks can be safely established and maintained
• industry issues and trends can be monitored
• skills portfolios can be developed and presented

• use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

Method of assessment 

The following assessment methods are appropriate for this unit:

• case studies to assess candidate's ability to develop timelines and action plans, monitor industry issues and trends, and identify learning opportunities
• direct observation of the candidate developing career plans, résumés and skills portfolios
• written or oral questioning to assess knowledge of occupations, work tasks and remuneration levels
• problem-solving activities to assess ability to align career aspirations with realistic career goals.

Guidance information for assessment 

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

• CUFIND301A Work effectively in the screen and media industries
• CUSIND301AWork effectively in the music industry.

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.

Creative arts industry productions and events  may include:

• community activities
• conferences
• conventions
• exhibitions
• festivals
• functions
• performances
• professional competitions and awards
• trade fairs.

Sources  may include:

• attending creative arts industry productions and events
• career information centres
• career resources and websites, such as:

• www.career.edu.au
• www.careeradviceaustralia.gov.au
• www.crsaustralia.gov.au/careerplanning
• www.jobguide.dest.gov.au
• www.jobjuice.gov.au
• www.jobsearch.gov.au
• www.myfuture.edu.au
• www.realgame.gov.au

• electronic and print media providing:

• articles
• journals
• magazines
• news
• reviews
• subscriptions

• government publications, including legislation, policy and procedures manuals
• industrial relations publications, such as:

• bulletins
• letters
• magazines
• newsletters

• industry publications, such as:

• directories
• information sheets
• reference books
• technical publications

• internet
• libraries and archives, including text, film, video, sound and graphic
• lifestyle and contemporary issues magazines
• museums, galleries and studios
• peak copyright organisations
• personal observations and experience
• professional competitions and awards
• professional development activities, including conferences, master classes, seminars, symposiums, training programs and workshops
• retail and wholesale suppliers of products and services.

Relevant personnel  may include:

• agents
• artist managers
• career specialists and advisers
• colleagues and peers
• community representatives
• copyright/legal representatives
• current industry practitioners
• employee association and union representatives
• industry association representatives
• industry managers
• mentors
• professionals from allied areas
• speakers at conferences and seminars.

Learning opportunities  may include:

• coaching, mentoring and supervision
• exchange and rotation programs
• formal and informal learning programs
• industry placement
• internal and external training programs
• master classes
• performance appraisals
• personal practice and study
• private tuition
• seminars
• symposiums
• traineeships and apprenticeships
• work experience
• workshops.

Occupations  may include:

• artistic directors, media producers and presenters:

• artistic director
• media producer, excluding video
• radio presenter
• television presenter

• designers and illustrators:

• graphic designer
• illustrator
• multimedia designer
• web designer

• film, television, radio and stage directors:

• art director, e.g. film, television or stage
• director, e.g. film, television, radio or stage
• director of photography
• film and video editor
• program director, e.g. television or radio
• stage manager
• technical director
• video producer

• music professionals:

• composer
• musical director
• musician (instrumental)
• singer

• other specialist managers:

• arts administrator or manager

• performing arts technicians:

• broadcast transmitter operator
• camera operator, e.g. film, television or video
• light technician
• make-up artist
• musical instrument maker or repairer
• sound technician
• television equipment operator

• photographers and miscellaneous technicians:

• photographer
• photographer's assistant

• private tutors and teachers.

Career plan  may include:

• current and comprehensive industry contact list
• journal of achievements and skill development
• local and regional support networks
• proposed career goals, outcomes and pathways
• self-assessment of current and required skills, knowledge and personal attributes
• self-assessment of life and work values
• timeline and action plan for achieving career goals
• timeline and action plan for developing necessary skills and industry networks.

Purpose  may include:

• job-seeking
• further education
• life pathway
• recognition of prior learning
• self-reflection
• validation.

Presentation methodologies  may include:

• CDs and DVDs
• digital media presentations, including:

• photo slide shows
• digital sequences with recorded sound

• exhibitions of work in a variety of display spaces
• presentation cards, business cards and promotional folders
• printed images, e.g. bound in book form or in folios
• websites and interactive media.