HLT Health

Release: 3.1

Contents

HLT Health	38

HLT20113 Certificate II in Aboriginal and/or Torres Strait Islander Primary Health Care	39

HLT21015 Certificate II in Medical Service First Response	42

HLT23215 Certificate II in Health Support Services	45

HLT26015 Certificate II in Population Health	51

HLT26115 Certificate II in Indigenous Environmental Health	53

HLT30113 Certificate III in Aboriginal and/or Torres Strait Islander Primary Health Care	55

HLT31015 Certificate III in Ambulance Communications (Call-taking)	61

HLT31115 Certificate III in Non-Emergency Patient Transport	64

HLT31215 Certificate III in Basic Health Care	67

HLT33015 Certificate III in Allied Health Assistance	70

HLT33115 Certificate III in Health Services Assistance	73

HLT33215 Certificate III in Health Support Services	77

HLT35015 Certificate III in Dental Assisting	81

HLT35115 Certificate III in Dental Laboratory Assisting	84

HLT36015 Certificate III in Population Health	86

HLT36115 Certificate III in Indigenous Environmental Health	89

HLT37015 Certificate III in Sterilisation Services	92

HLT37115 Certificate III in Hospital/Health Services Pharmacy Support	94

HLT37215 Certificate III in Pathology Collection	96

HLT37315 Certificate III in Health Administration	99

HLT37415 Certificate III in Pathology Assistance	102

HLT40113 Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care	105

HLT40213 Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care Practice	113

HLT41015 Certificate IV in Ambulance Communications (Dispatch)	120

HLT41115 Certificate IV in Health Care	123

HLT42015 Certificate IV in Massage Therapy	126

HLT43015 Certificate IV in Allied Health Assistance	129

HLT45015 Certificate IV in Dental Assisting	136

HLT46015 Certificate IV in Population Health	140

HLT46115 Certificate IV in Indigenous Environmental Health	144

HLT47015 Certificate IV in Sterilisation Services	148

HLT47115 Certificate IV in Hospital/Health Services Pharmacy Support	150

HLT47315 Certificate IV in Health Administration	153

HLT47415 Certificate IV in Audiometry	156

HLT47515 Certificate IV in Operating Theatre Technical Support	159

HLT47615 Certificate IV in Cardiac Technology	162

HLT47715 Certificate IV in Medical Practice Assisting	164

HLT47815 Certificate IV in Optical Dispensing	167

HLT50113 Diploma of Aboriginal and/or Torres Strait Islander Primary Health Care	170

HLT50213 Diploma of Aboriginal and/or Torres Strait Islander Primary Health Care Practice	179

HLT51015 Diploma of Paramedical Science	189

HLT52015 Diploma of Remedial Massage	192

HLT52115 Diploma of Traditional Chinese Medicine (TCM) Remedial Massage	196

HLT52215 Diploma of Shiatsu and Oriental Therapies	199

HLT52315 Diploma of Clinical Aromatherapy	202

HLT52415 Diploma of Kinesiology	205

HLT52515 Diploma of Reflexology	208

HLT52615 Diploma of Ayurvedic Lifestyle Consultation	211

HLT54115 Diploma of Nursing	214

HLT55115 Diploma of Dental Technology	218

HLT57415 Diploma of Audiometry	221

HLT57715 Diploma of Practice Management	224

HLT57915 Diploma of Anaesthetic Technology	227

HLT60113 Advanced Diploma of Aboriginal and/or Torres Strait Islander Health Care	230

HLT62615 Advanced Diploma of Ayurveda	237

HLT64115 Advanced Diploma of Nursing	240

HLT65015 Advanced Diploma of Dental Prosthetics	245

HLTAID009 Provide cardiopulmonary resuscitation	248

Assessment Requirements for HLTAID009 Provide cardiopulmonary resuscitation	250

HLTAID011 Provide First Aid	253

Assessment Requirements for HLTAID011 Provide First Aid	255

HLTAID013 Provide First Aid in remote or isolated site	259

Assessment Requirements for HLTAID013 Provide First Aid in remote or isolated site	262

HLTAID014 Provide Advanced First Aid	267

Assessment Requirements for HLTAID014 Provide Advanced First Aid	270

HLTAID015 Provide advanced resuscitation and oxygen therapy	275

Assessment Requirements for HLTAID015 Provide advanced resuscitation and oxygen therapy	278

HLTAID016 Manage first aid services and resources	282

Assessment Requirements for HLTAID016 Manage first aid services and resources	284

AHCCCF402A Report on project	286

AHCCHM201A Apply chemicals under supervision	291

AHCCHM303A Prepare and apply chemicals	297

AHCCHM304A Transport, handle and store chemicals	304

AHCDRG201A Maintain drainage systems	309

AHCMOM204A Undertake operational maintenance of machinery	314

AHCMOM304A Operate machinery and equipment	320

AHCNSY202A Tend nursery plants	326

AHCNSY306A Implement a propagation plan	331

AHCPGD201A Plant trees and shrubs	337

AHCPGD203A Prune shrubs and small trees	342

AHCPMG201A Treat weeds	347

AHCPMG202A Treat plant pests, diseases and disorders	352

AHCPMG301A Control weeds	357

AHCPMG302A Control plant pests, diseases and disorders	362

AHCTRF302A Establish turf	368

AHCTRF303A Implement a grassed area maintenance program	374

BSBADM101 Use business equipment and resources	379

Assessment Requirements for BSBADM101 Use business equipment and resources	382

BSBADM307 Organise schedules	384

Assessment Requirements for BSBADM307 Organise schedules	387

BSBADM311 Maintain business resources	389

Assessment Requirements for BSBADM311 Maintain business resources	392

BSBADM409 Coordinate business resources	394

Assessment Requirements for BSBADM409 Coordinate business resources	397

BSBADM502 Manage meetings	399

Assessment Requirements for BSBADM502 Manage meetings	403

BSBADM504 Plan and implement administrative systems	405

Assessment Requirements for BSBADM504 Plan and implement administrative systems	409

BSBADV507 Develop a media plan	411

Assessment Requirements for BSBADV507 Develop a media plan	415

BSBADV509 Create mass print media advertisements	417

Assessment Requirements for BSBADV509 Create mass print media advertisements	420

BSBADV510 Create mass electronic media advertisements	422

Assessment Requirements for BSBADV510 Create mass electronic media advertisements	426

BSBATSIC511 Plan and conduct a community meeting	428

Assessment Requirements for BSBATSIC511 Plan and conduct a community meeting	432

BSBATSIM414 Oversee the organisation's annual budget	434

Assessment Requirements for BSBATSIM414 Oversee the organisation's annual budget	437

BSBATSIM416 Oversee organisational planning	439

Assessment Requirements for BSBATSIM416 Oversee organisational planning	443

BSBATSIM418 Oversee financial management	445

Assessment Requirements for BSBATSIM418 Oversee financial management	449

BSBATSIM419 Contribute to the development and implementation of organisational policies	451

Assessment Requirements for BSBATSIM419 Contribute to the development and implementation of organisational policies	455

BSBATSIM420 Oversee asset management	457

Assessment Requirements for BSBATSIM420 Oversee asset management	461

BSBATSIM421 Support a positive and culturally appropriate workplace culture	463

Assessment Requirements for BSBATSIM421 Support a positive and culturally appropriate workplace culture	467

BSBATSIM505 Control organisational finances	469

Assessment Requirements for BSBATSIM505 Control organisational finances	473

BSBATSIM506 Develop employment policies	475

Assessment Requirements for BSBATSIM506 Develop employment policies	478

BSBATSIM511 Develop enterprise opportunities	480

Assessment Requirements for BSBATSIM511 Develop enterprise opportunities	484

BSBATSIW417 Select and use technology	486

Assessment Requirements for BSBATSIW417 Select and use technology	489

BSBATSIW515 Secure funding	491

Assessment Requirements for BSBATSIW515 Secure funding	495

BSBAUD402 Participate in a quality audit	497

Assessment Requirements for BSBAUD402 Participate in a quality audit	501

BSBAUD503 Lead a quality audit	503

Assessment Requirements for BSBAUD503 Lead a quality audit	507

BSBAUD504 Report on a quality audit	509

Assessment Requirements for BSBAUD504 Report on a quality audit	512

BSBCMM201 Communicate in the workplace	514

Assessment Requirements for BSBCMM201 Communicate in the workplace	517

BSBCOM406 Conduct work within a compliance framework	519

Assessment Requirements for BSBCOM406 Conduct work within a compliance framework	522

BSBCUE301 Use multiple information systems	524

Assessment Requirements for BSBCUE301 Use multiple information systems	528

BSBCUE404 Collect, analyse and record information	530

Assessment Requirements for BSBCUE404 Collect, analyse and record information	533

BSBCUE405 Survey stakeholders to gather and record information	535

Assessment Requirements for BSBCUE405 Survey stakeholders to gather and record information	539

BSBCUS201 Deliver a service to customers	541

Assessment Requirements for BSBCUS201 Deliver a service to customers	544

BSBCUS301 Deliver and monitor a service to customers	546

Assessment Requirements for BSBCUS301 Deliver and monitor a service to customers	550

BSBCUS401 Coordinate implementation of customer service strategies	552

Assessment Requirements for BSBCUS401 Coordinate implementation of customer service strategies	555

BSBCUS402 Address customer needs	557

Assessment Requirements for BSBCUS402 Address customer needs	560

BSBCUS403 Implement customer service standards	562

Assessment Requirements for BSBCUS403 Implement customer service standards	565

BSBCUS501 Manage quality customer service	567

Assessment Requirements for BSBCUS501 Manage quality customer service	570

BSBFIA301 Maintain financial records	572

Assessment Requirements for BSBFIA301 Maintain financial records	575

BSBFIA303 Process accounts payable and receivable	577

Assessment Requirements for BSBFIA303 Process accounts payable and receivable	581

BSBFIA402 Report on financial activity	583

Assessment Requirements for BSBFIA402 Report on financial activity	587

BSBFIM501 Manage budgets and financial plans	589

Assessment Requirements for BSBFIM501 Manage budgets and financial plans	592

BSBFLM303 Contribute to effective workplace relationships	594

Assessment Requirements for BSBFLM303 Contribute to effective workplace relationships	598

BSBFLM305 Support operational plan	600

Assessment Requirements for BSBFLM305 Support operational plan	603

BSBFLM306 Provide workplace information and resourcing plans	605

Assessment Requirements for BSBFLM306 Provide workplace information and resourcing plans	609

BSBFLM309 Support continuous improvement systems and processes	611

Assessment Requirements for BSBFLM309 Support continuous improvement systems and processes	614

BSBFLM312 Contribute to team effectiveness	616

Assessment Requirements for BSBFLM312 Contribute to team effectiveness	619

BSBHRM404 Review human resource functions	621

Assessment Requirements for BSBHRM404 Review human resource functions	625

BSBHRM405 Support the recruitment, selection and induction of staff	627

Assessment Requirements for BSBHRM405 Support the recruitment, selection and induction of staff	631

BSBHRM502 Manage human resource management information systems	633

Assessment Requirements for BSBHRM502 Manage human resource management information systems	637

BSBHRM505 Manage remuneration and employee benefits	639

Assessment Requirements for BSBHRM505 Manage remuneration and employee benefits	643

BSBHRM506 Manage recruitment selection and induction processes	645

Assessment Requirements for BSBHRM506 Manage recruitment selection and induction processes	649

BSBHRM507 Manage separation or termination	651

Assessment Requirements for BSBHRM507 Manage separation or termination	655

BSBHRM509 Manage rehabilitation or return to work programs	657

Assessment Requirements for BSBHRM509 Manage rehabilitation or return to work programs	661

BSBHRM512 Develop and manage performance management processes	663

Assessment Requirements for BSBHRM512 Develop and manage performance management processes	667

BSBHRM602 Manage human resources strategic planning	669

Assessment Requirements for BSBHRM602 Manage human resources strategic planning	673

BSBINM201 Process and maintain workplace information	675

Assessment Requirements for BSBINM201 Process and maintain workplace information	678

BSBINM202 Handle mail	680

Assessment Requirements for BSBINM202 Handle mail	683

BSBINM301 Organise workplace information	685

Assessment Requirements for BSBINM301 Organise workplace information	688

BSBINM302 Utilise a knowledge management system	690

Assessment Requirements for BSBINM302 Utilise a knowledge management system	693

BSBINM401 Implement workplace information system	695

Assessment Requirements for BSBINM401 Implement workplace information system	698

BSBINM501 Manage an information or knowledge management system	700

Assessment Requirements for BSBINM501 Manage an information or knowledge management system	704

BSBINN201 Contribute to workplace innovation	706

Assessment Requirements for BSBINN201 Contribute to workplace innovation	709

BSBINN301 Promote innovation in a team environment	711

Assessment Requirements for BSBINN301 Promote innovation in a team environment	715

BSBINN601 Lead and manage organisational change	717

Assessment Requirements for BSBINN601 Lead and manage organisational change	721

BSBITU101 Operate a personal computer	723

Assessment Requirements for BSBITU101 Operate a personal computer	726

BSBITU201 Produce simple word processed documents	728

Assessment Requirements for BSBITU201 Produce simple word processed documents	731

BSBITU202 Create and use spreadsheets	733

Assessment Requirements for BSBITU202 Create and use spreadsheets	736

BSBITU301 Create and use databases	738

Assessment Requirements for BSBITU301 Create and use databases	741

BSBITU303 Design and produce text documents	743

Assessment Requirements for BSBITU303 Design and produce text documents	746

BSBITU304 Produce spreadsheets	748

Assessment Requirements for BSBITU304 Produce spreadsheets	751

BSBITU306 Design and produce business documents	753

Assessment Requirements for BSBITU306 Design and produce business documents	756

BSBLDR402 Lead effective workplace relationships	758

Assessment Requirements for BSBLDR402 Lead effective workplace relationships	762

BSBLDR403 Lead team effectiveness	764

Assessment Requirements for BSBLDR403 Lead team effectiveness	767

BSBLDR502 Lead and manage effective workplace relationships	769

Assessment Requirements for BSBLDR502 Lead and manage effective workplace relationships	772

BSBLED401 Develop teams and individuals	774

Assessment Requirements for BSBLED401 Develop teams and individuals	778

BSBLED806 Plan and implement a coaching strategy	780

Assessment Requirements for BSBLED806 Plan and implement a coaching strategy	784

BSBMED301 Interpret and apply medical terminology appropriately	786

Assessment Requirements for BSBMED301 Interpret and apply medical terminology appropriately	789

BSBMED302 Prepare and process medical accounts	791

Assessment Requirements for BSBMED302 Prepare and process medical accounts	794

BSBMED303 Maintain patient records	796

Assessment Requirements for BSBMED303 Maintain patient records	799

BSBMED305 Apply the principles of confidentiality, privacy and security within the medical environment	801

Assessment Requirements for BSBMED305 Apply the principles of confidentiality, privacy and security within the medical environment	804

BSBMED401 Manage patient recordkeeping system	806

Assessment Requirements for BSBMED401 Manage patient recordkeeping system	809

BSBMGT401 Show leadership in the workplace	811

Assessment Requirements for BSBMGT401 Show leadership in the workplace	815

BSBMGT402 Implement operational plan	817

Assessment Requirements for BSBMGT402 Implement operational plan	821

BSBMGT403 Implement continuous improvement	823

Assessment Requirements for BSBMGT403 Implement continuous improvement	826

BSBMGT406 Plan and monitor continuous improvement	828

Assessment Requirements for BSBMGT406 Plan and monitor continuous improvement	831

BSBMGT502 Manage people performance	833

Assessment Requirements for BSBMGT502 Manage people performance	837

BSBMGT516 Facilitate continuous improvement	839

Assessment Requirements for BSBMGT516 Facilitate continuous improvement	843

BSBMGT517 Manage operational plan	845

Assessment Requirements for BSBMGT517 Manage operational plan	849

BSBMGT605 Provide leadership across the organisation	851

Assessment Requirements for BSBMGT605 Provide leadership across the organisation	855

BSBMGT608 Manage innovation and continuous improvement	857

Assessment Requirements for BSBMGT608 Manage innovation and continuous improvement	861

BSBMGT616 Develop and implement strategic plans	863

Assessment Requirements for BSBMGT616 Develop and implement strategic plans	867

BSBMGT617 Develop and implement a business plan	869

Assessment Requirements for BSBMGT617 Develop and implement a business plan	873

BSBMKG413 Promote products and services	875

Assessment Requirements for BSBMKG413 Promote products and services	879

BSBMKG501 Identify and evaluate marketing opportunities	881

Assessment Requirements for BSBMKG501 Identify and evaluate marketing opportunities	884

BSBMKG502 Establish and adjust the marketing mix	886

Assessment Requirements for BSBMKG502 Establish and adjust the marketing mix	889

BSBMKG514 Implement and monitor marketing activities	891

Assessment Requirements for BSBMKG514 Implement and monitor marketing activities	895

BSBMKG608 Develop organisational marketing objectives	897

Assessment Requirements for BSBMKG608 Develop organisational marketing objectives	901

BSBPMG413 Apply project human resources management approaches	903

Assessment Requirements for BSBPMG413 Apply project human resources management approaches	907

BSBPMG522 Undertake project work	909

Assessment Requirements for BSBPMG522 Undertake project work	913

BSBPUB402 Develop public relations campaigns	915

Assessment Requirements for BSBPUB402 Develop public relations campaigns	919

BSBPUR501 Develop, implement and review purchasing strategies	921

Assessment Requirements for BSBPUR501 Develop, implement and review purchasing strategies	925

BSBRES401 Analyse and present research information	927

Assessment Requirements for BSBRES401 Analyse and present research information	931

BSBRKG301 Control records	933

Assessment Requirements for BSBRKG301 Control records	936

BSBRKG303 Retrieve information from records	938

Assessment Requirements for BSBRKG303 Retrieve information from records	941

BSBRKG401 Review the status of a record	943

Assessment Requirements for BSBRKG401 Review the status of a record	946

BSBRKG402 Provide information from and about records	948

Assessment Requirements for BSBRKG402 Provide information from and about records	951

BSBRKG403 Set up a business or records system for a small business	953

Assessment Requirements for BSBRKG403 Set up a business or records system for a small business	957

BSBRKG502 Manage and monitor business or records systems	959

Assessment Requirements for BSBRKG502 Manage and monitor business or records systems	963

BSBRKG505 Document or reconstruct a business or records system	965

Assessment Requirements for BSBRKG505 Document or reconstruct a business or records system	969

BSBRSK401 Identify risk and apply risk management processes	971

Assessment Requirements for BSBRSK401 Identify risk and apply risk management processes	974

BSBRSK501 Manage risk	976

Assessment Requirements for BSBRSK501 Manage risk	980

BSBSMB401 Establish legal and risk management requirements of small business	982

Assessment Requirements for BSBSMB401 Establish legal and risk management requirements of small business	986

BSBSMB402 Plan small business finances	988

Assessment Requirements for BSBSMB402 Plan small business finances	991

BSBSMB403 Market the small business	993

Assessment Requirements for BSBSMB403 Market the small business	997

BSBSMB404 Undertake small business planning	999

Assessment Requirements for BSBSMB404 Undertake small business planning	1002

BSBSMB405 Monitor and manage small business operations	1004

Assessment Requirements for BSBSMB405 Monitor and manage small business operations	1008

BSBSMB406 Manage small business finances	1010

Assessment Requirements for BSBSMB406 Manage small business finances	1013

BSBSUS201 Participate in environmentally sustainable work practices	1015

Assessment Requirements for BSBSUS201 Participate in environmentally sustainable work practices	1018

BSBSUS501 Develop workplace policy and procedures for sustainability	1020

Assessment Requirements for BSBSUS501 Develop workplace policy and procedures for sustainability	1024

BSBWOR202 Organise and complete daily work activities	1026

Assessment Requirements for BSBWOR202 Organise and complete daily work activities	1029

BSBWOR203 Work effectively with others	1031

Assessment Requirements for BSBWOR203 Work effectively with others	1034

BSBWOR204 Use business technology	1036

Assessment Requirements for BSBWOR204 Use business technology	1039

BSBWOR301 Organise personal work priorities and development	1041

Assessment Requirements for BSBWOR301 Organise personal work priorities and development	1044

BSBWOR404 Develop work priorities	1046

Assessment Requirements for BSBWOR404 Develop work priorities	1050

BSBWOR502 Lead and manage team effectiveness	1052

Assessment Requirements for BSBWOR502 Lead and manage team effectiveness	1056

BSBWRK411 Support employee and industrial relations procedures	1058

Assessment Requirements for BSBWRK411 Support employee and industrial relations procedures	1061

BSBWRK510 Manage employee relations	1063

Assessment Requirements for BSBWRK510 Manage employee relations	1067

CHCADV005 Provide systems advocacy services	1069

Assessment Requirements for CHCADV005 Provide systems advocacy services	1073

CHCAGE001 Facilitate the empowerment of older people	1076

Assessment Requirements for CHCAGE001 Facilitate the empowerment of older people	1079

CHCAGE005 Provide support to people living with dementia	1082

Assessment Requirements for CHCAGE005 Provide support to people living with dementia	1085

CHCAOD001 Work in an alcohol and other drugs context	1088

Assessment Requirements for CHCAOD001 Work in an alcohol and other drugs context	1091

CHCAOD002 Work with clients who are intoxicated	1094

Assessment Requirements for CHCAOD002 Work with clients who are intoxicated	1097

CHCAOD003 Provide needle and syringe services	1100

Assessment Requirements for CHCAOD003 Provide needle and syringe services	1103

CHCAOD004 Assess needs of clients with alcohol and other drugs issues	1106

Assessment Requirements for CHCAOD004 Assess needs of clients with alcohol and other drugs issues	1109

CHCAOD005 Provide alcohol and other drugs withdrawal services	1114

Assessment Requirements for CHCAOD005 Provide alcohol and other drugs withdrawal services	1117

CHCAOD008 Provide advanced interventions to meet the needs of clients with alcohol and other drugs issues	1119

Assessment Requirements for CHCAOD008 Provide advanced interventions to meet the needs of clients with alcohol and other drugs issues	1122

CHCCCS001 Address the needs of people with chronic disease	1125

Assessment Requirements for CHCCCS001 Address the needs of people with chronic disease	1128

CHCCCS002 Assist with movement	1130

Assessment Requirements for CHCCCS002 Assist with movement	1133

CHCCCS003 Increase the safety of individuals at risk of suicide	1136

Assessment Requirements for CHCCCS003 Increase the safety of individuals at risk of suicide	1139

CHCCCS004 Assess co-existing needs	1141

Assessment Requirements for CHCCCS004 Assess co-existing needs	1144

CHCCCS006 Facilitate individual service planning and delivery	1147

Assessment Requirements for CHCCCS006 Facilitate individual service planning and delivery	1151

CHCCCS007 Develop and implement service programs	1154

Assessment Requirements for CHCCCS007 Develop and implement service programs	1157

CHCCCS009 Facilitate responsible behaviour	1159

Assessment Requirements for CHCCCS009 Facilitate responsible behaviour	1162

CHCCCS010 Maintain a high standard of service	1164

Assessment Requirements for CHCCCS010 Maintain a high standard of service	1167

CHCCCS012 Prepare and maintain beds	1169

Assessment Requirements for CHCCCS012 Prepare and maintain beds	1172

CHCCCS014 Provide brief interventions	1174

Assessment Requirements for CHCCCS014 Provide brief interventions	1177

CHCCCS015 Provide individualised support	1180

Assessment Requirements for CHCCCS015 Provide individualised support	1184

CHCCCS016 Respond to client needs	1186

Assessment Requirements for CHCCCS016 Respond to client needs	1189

CHCCCS017 Provide loss and grief support	1191

Assessment Requirements for CHCCCS017 Provide loss and grief support	1194

CHCCCS019 Recognise and respond to crisis situations	1196

Assessment Requirements for CHCCCS019 Recognise and respond to crisis situations	1199

CHCCCS020 Respond effectively to behaviours of concern	1201

Assessment Requirements for CHCCCS020 Respond effectively to behaviours of concern	1204

CHCCCS023 Support independence and wellbeing	1206

Assessment Requirements for CHCCCS023 Support independence and wellbeing	1210

CHCCCS026 Transport individuals	1213

Assessment Requirements for CHCCCS026 Transport individuals	1216

CHCCCS027 Visit client residence	1218

Assessment Requirements for CHCCCS027 Visit client residence	1221

CHCCCS028 Provide client-centred support to people in crisis	1223

Assessment Requirements for CHCCCS028 Provide client-centred support to people in crisis	1226

CHCCDE001 Support participative planning processes	1229

Assessment Requirements for CHCCDE001 Support participative planning processes	1231

CHCCDE002 Develop and implement community programs	1233

Assessment Requirements for CHCCDE002 Develop and implement community programs	1236

CHCCDE003 Work within a community development framework	1238

Assessment Requirements for CHCCDE003 Work within a community development framework	1241

CHCCDE004 Implement participation and engagement strategies	1243

Assessment Requirements for CHCCDE004 Implement participation and engagement strategies	1246

CHCCDE005 Develop and support relevant community resources	1248

Assessment Requirements for CHCCDE005 Develop and support relevant community resources	1251

CHCCDE007 Develop and provide community projects	1253

Assessment Requirements for CHCCDE007 Develop and provide community projects	1256

CHCCDE008 Support community action	1258

Assessment Requirements for CHCCDE008 Support community action	1261

CHCCDE009 Develop and support community leadership	1263

Assessment Requirements for CHCCDE009 Develop and support community leadership	1266

CHCCDE011 Implement community development strategies	1268

Assessment Requirements for CHCCDE011 Implement community development strategies	1271

CHCCDE014 Facilitate the development of community capacity to manage place making	1273

Assessment Requirements for CHCCDE014 Facilitate the development of community capacity to manage place making	1277

CHCCOM001 Provide first point of contact	1279

Assessment Requirements for CHCCOM001 Provide first point of contact	1282

CHCCOM002 Use communication to build relationships	1284

Assessment Requirements for CHCCOM002 Use communication to build relationships	1287

CHCCOM003 Develop workplace communication strategies	1290

Assessment Requirements for CHCCOM003 Develop workplace communication strategies	1293

CHCCOM005 Communicate and work in health or community services	1295

Assessment Requirements for CHCCOM005 Communicate and work in health or community services	1299

CHCCOM006 Establish and manage client relationships	1302

Assessment Requirements for CHCCOM006 Establish and manage client relationships	1305

CHCCSL001 Establish and confirm the counselling relationship	1308

Assessment Requirements for CHCCSL001 Establish and confirm the counselling relationship	1311

CHCCSL003 Facilitate the counselling relationship and process	1314

Assessment Requirements for CHCCSL003 Facilitate the counselling relationship and process	1318

CHCCSL007 Support counselling clients in decision-making processes	1321

Assessment Requirements for CHCCSL007 Support counselling clients in decision-making processes	1324

CHCCSM002 Implement case management practice	1326

Assessment Requirements for CHCCSM002 Implement case management practice	1331

CHCCSM005 Develop, facilitate and review all aspects of case management	1334

Assessment Requirements for CHCCSM005 Develop, facilitate and review all aspects of case management	1337

CHCCSM006 Provide case management supervision	1339

Assessment Requirements for CHCCSM006 Provide case management supervision	1342

CHCDFV001 Recognise and respond appropriately to domestic and family violence	1344

Assessment Requirements for CHCDFV001 Recognise and respond appropriately to domestic and family violence	1347

CHCDFV002 Provide support to children affected by domestic and family violence	1350

Assessment Requirements for CHCDFV002 Provide support to children affected by domestic and family violence	1353

CHCDFV003 Promote community awareness of domestic and family violence	1356

Assessment Requirements for CHCDFV003 Promote community awareness of domestic and family violence	1359

CHCDFV004 Provide domestic and family violence support in Aboriginal and Torres Strait Islander communities	1362

Assessment Requirements for CHCDFV004 Provide domestic and family violence support in Aboriginal and Torres Strait Islander communities	1365

CHCDFV006 Counsel clients affected by domestic and family violence	1368

Assessment Requirements for CHCDFV006 Counsel clients affected by domestic and family violence	1372

CHCDFV007 Work with users of violence to effect change	1375

Assessment Requirements for CHCDFV007 Work with users of violence to effect change	1378

CHCDIS003 Support community participation and social inclusion	1381

Assessment Requirements for CHCDIS003 Support community participation and social inclusion	1384

CHCDIS006 Develop and promote positive person-centred behaviour supports	1386

Assessment Requirements for CHCDIS006 Develop and promote positive person-centred behaviour supports	1390

CHCDIS007 Facilitate the empowerment of people with disability	1392

Assessment Requirements for CHCDIS007 Facilitate the empowerment of people with disability	1395

CHCDIS009 Facilitate ongoing skills development using a person-centred approach	1398

Assessment Requirements for CHCDIS009 Facilitate ongoing skills development using a person-centred approach	1401

CHCDIS010 Provide person-centred services to people with disability with complex needs	1403

Assessment Requirements for CHCDIS010 Provide person-centred services to people with disability with complex needs	1406

CHCDIV001 Work with diverse people	1408

Assessment Requirements for CHCDIV001 Work with diverse people	1411

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety	1414

Assessment Requirements for CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety	1417

CHCDIV003 Manage and promote diversity	1419

Assessment Requirements for CHCDIV003 Manage and promote diversity	1422

CHCEDU001 Provide community focused health promotion and prevention strategies	1425

Assessment Requirements for CHCEDU001 Provide community focused health promotion and prevention strategies	1428

CHCEDU002 Plan health promotion and community intervention	1430

Assessment Requirements for CHCEDU002 Plan health promotion and community intervention	1433

CHCEDU008 Share health information	1435

Assessment Requirements for CHCEDU008 Share health information	1438

CHCGRP001 Support group activities	1440

Assessment Requirements for CHCGRP001 Support group activities	1443

CHCGRP002 Plan and conduct group activities	1446

Assessment Requirements for CHCGRP002 Plan and conduct group activities	1449

CHCHCS001 Provide home and community support services	1452

Assessment Requirements for CHCHCS001 Provide home and community support services	1455

CHCLAH001 Work effectively in the leisure and health industries	1458

Assessment Requirements for CHCLAH001 Work effectively in the leisure and health industries	1461

CHCLAH002 Contribute to leisure and health programming	1464

Assessment Requirements for CHCLAH002 Contribute to leisure and health programming	1469

CHCLAH003 Participate in the planning, implementation and monitoring of individual leisure and health programs	1471

Assessment Requirements for CHCLAH003 Participate in the planning, implementation and monitoring of individual leisure and health programs	1475

CHCLEG001 Work legally and ethically	1477

Assessment Requirements for CHCLEG001 Work legally and ethically	1480

CHCLEG003 Manage legal and ethical compliance	1483

Assessment Requirements for CHCLEG003 Manage legal and ethical compliance	1486

CHCLLN001 Respond to client language, literacy and numeracy needs	1489

Assessment Requirements for CHCLLN001 Respond to client language, literacy and numeracy needs	1492

CHCMGT001 Develop, implement and review quality framework	1494

Assessment Requirements for CHCMGT001 Develop, implement and review quality framework	1497

CHCMGT002 Manage partnership agreements with service providers	1499

Assessment Requirements for CHCMGT002 Manage partnership agreements with service providers	1502

CHCMGT003 Lead the work team	1504

Assessment Requirements for CHCMGT003 Lead the work team	1508

CHCMGT004 Secure and manage funding	1510

Assessment Requirements for CHCMGT004 Secure and manage funding	1513

CHCMGT005 Facilitate workplace debriefing and support processes	1515

Assessment Requirements for CHCMGT005 Facilitate workplace debriefing and support processes	1518

CHCMGT007 Work effectively with the Board of an organisation	1520

Assessment Requirements for CHCMGT007 Work effectively with the Board of an organisation	1524

CHCMHS001 Work with people with mental health issues	1527

Assessment Requirements for CHCMHS001 Work with people with mental health issues	1530

CHCMHS005 Provide services to people with co-existing mental health and alcohol and other drugs issues	1533

Assessment Requirements for CHCMHS005 Provide services to people with co-existing mental health and alcohol and other drugs issues	1537

CHCMHS006 Facilitate the recovery process with the person, family and carers	1540

Assessment Requirements for CHCMHS006 Facilitate the recovery process with the person, family and carers	1543

CHCPOL001 Contribute to the review and development of policies	1546

Assessment Requirements for CHCPOL001 Contribute to the review and development of policies	1549

CHCPOL002 Develop and implement policy	1551

Assessment Requirements for CHCPOL002 Develop and implement policy	1554

CHCPOL003 Research and apply evidence to practice	1556

Assessment Requirements for CHCPOL003 Research and apply evidence to practice	1559

CHCPRP001 Develop and maintain networks and collaborative partnerships	1561

Assessment Requirements for CHCPRP001 Develop and maintain networks and collaborative partnerships	1564

CHCPRP002 Collaborate in professional practice	1566

Assessment Requirements for CHCPRP002 Collaborate in professional practice	1569

CHCPRP003 Reflect on and improve own professional practice	1571

Assessment Requirements for CHCPRP003 Reflect on and improve own professional practice	1574

CHCPRP004 Promote and represent the service	1576

Assessment Requirements for CHCPRP004 Promote and represent the service	1580

CHCPRP005 Engage with health professionals and the health system	1582

Assessment Requirements for CHCPRP005 Engage with health professionals and the health system	1585

CHCPRT001 Identify and respond to children and young people at risk	1587

Assessment Requirements for CHCPRT001 Identify and respond to children and young people at risk	1590

CHCPRT002 Support the rights and safety of children and young people	1593

Assessment Requirements for CHCPRT002 Support the rights and safety of children and young people	1596

CHCPRT003 Work collaboratively to maintain an environment safe for children and young people	1598

Assessment Requirements for CHCPRT003 Work collaboratively to maintain an environment safe for children and young people	1601

CHCSET001 Work with forced migrants	1604

Assessment Requirements for CHCSET001 Work with forced migrants	1607

CHCSOH001 Work with people experiencing or at risk of homelessness	1609

Assessment Requirements for CHCSOH001 Work with people experiencing or at risk of homelessness	1612

CHCVOL002 Lead volunteer teams	1615

Assessment Requirements for CHCVOL002 Lead volunteer teams	1618

CHCYTH001 Engage respectfully with young people	1620

Assessment Requirements for CHCYTH001 Engage respectfully with young people	1624

CHCYTH002 Work effectively with young people in the youth work context	1627

Assessment Requirements for CHCYTH002 Work effectively with young people in the youth work context	1630

CHCYTH003 Support young people to create opportunities in their lives	1633

Assessment Requirements for CHCYTH003 Support young people to create opportunities in their lives	1637

CHCYTH004 Respond to critical situations	1639

Assessment Requirements for CHCYTH004 Respond to critical situations	1643

CHCYTH005 Develop and implement procedures to enable young people to address their needs	1645

Assessment Requirements for CHCYTH005 Develop and implement procedures to enable young people to address their needs	1648

CHCYTH009 Support youth programs	1651

Assessment Requirements for CHCYTH009 Support youth programs	1655

CHCYTH010 Provide services for young people appropriate to their needs and circumstances	1657

Assessment Requirements for CHCYTH010 Provide services for young people appropriate to their needs and circumstances	1662

CHCYTH011 Work effectively with young people and their families	1664

Assessment Requirements for CHCYTH011 Work effectively with young people and their families	1668

CHCYTH012 Manage service response to young people in crisis	1671

Assessment Requirements for CHCYTH012 Manage service response to young people in crisis	1674

CPPCCL2001A Use hot water extraction	1677

CPPCCL2003A Use dry foam shampoo	1691

CPPCCL2004A Use dry absorbent compound	1705

CPPCCL2005A Use wet foam shampoo	1719

CPPCCL2007A Perform basic stain removal	1733

CPPCLO2001A Maintain hard floor surfaces	1748

CPPCLO2004A Maintain carpeted floors	1762

CPPCLO2009A Clean glass surfaces	1776

CPPCLO2010A Clean ceiling surfaces and fittings	1789

CPPCLO2015A Maintain furniture, fittings and room dressing	1803

CPPCLO2017A Clean wet areas	1818

CPPCLO2019A Sort and remove waste and recyclable materials	1833

CPPCLO2033A Plan for safe and efficient cleaning activities	1846

CPPCLO2035A Maintain cleaning storage areas	1859

CPPCLO2037A Clean external surfaces	1872

CPPCLO3002A Restore hard floor surfaces	1885

CPPCLO3003A Replace a hard floor finish	1899

CPPCLO3013A Clean window coverings	1914

CPPCLO3014A Maintain 'clean room' environments	1928

CPPCLO3016A Wash furniture and fittings	1942

CPPCLO3020A Clean using pressure washing	1957

CPPCLO4022A Organise and monitor cleaning operations	1971

CPPCMN3001B Participate in environmentally sustainable work practices	1982

CPPCMN4002B Implement and monitor environmentally sustainable work practices	1988

CUFWRT301A Write content for a range of media	1995

CUFWRT403A Write narration and current affairs material	2006

CULMS410A Provide research assistance	2016

FDFOP2016A Work in a food handling area for non-food handlers	2022

FNSACC301 Process financial transactions and extract interim reports	2028

Assessment Requirements for FNSACC301 Process financial transactions and extract interim reports	2032

FSKDIG03 Use digital technology for routine workplace tasks	2034

Assessment Requirements for FSKDIG03 Use digital technology for routine workplace tasks	2036

HLTAAP001 Recognise healthy body systems	2038

Assessment Requirements for HLTAAP001 Recognise healthy body systems	2040

HLTAAP002 Confirm physical health status	2042

Assessment Requirements for HLTAAP002 Confirm physical health status	2045

HLTAAP003 Analyse and respond to client health information	2048

Assessment Requirements for HLTAAP003 Analyse and respond to client health information	2050

HLTADM001 Administer and coordinate Telehealth services	2053

Assessment Requirements for HLTADM001 Administer and coordinate Telehealth services	2056

HLTADM002 Manage Telehealth technology	2058

Assessment Requirements for HLTADM002 Manage Telehealth technology	2061

HLTADM003 Facilitate a coordinated approach to client care	2064

Assessment Requirements for HLTADM003 Facilitate a coordinated approach to client care	2067

HLTADM004 Manage health billing and accounting system	2070

Assessment Requirements for HLTADM004 Manage health billing and accounting system	2073

HLTADM005 Produce coded clinical data	2075

Assessment Requirements for HLTADM005 Produce coded clinical data	2078

HLTADM006 Undertake complex clinical coding	2081

Assessment Requirements for HLTADM006 Undertake complex clinical coding	2084

HLTADM007 Complete highly complex clinical coding	2087

Assessment Requirements for HLTADM007 Complete highly complex clinical coding	2091

HLTAHA001 Assist with an allied health program	2094

Assessment Requirements for HLTAHA001 Assist with an allied health program	2098

HLTAHA002 Assist with the application and removal of casts	2100

Assessment Requirements for HLTAHA002 Assist with the application and removal of casts	2104

HLTAHA003 Deliver and monitor a client-specific physiotherapy program	2106

Assessment Requirements for HLTAHA003 Deliver and monitor a client-specific physiotherapy program	2110

HLTAHA004 Support client independence and community participation	2113

Assessment Requirements for HLTAHA004 Support client independence and community participation	2117

HLTAHA005 Support the delivery and monitoring of physiotherapy programs for mobility	2119

Assessment Requirements for HLTAHA005 Support the delivery and monitoring of physiotherapy programs for mobility	2123

HLTAHA006 Assist with basic foot hygiene	2126

Assessment Requirements for HLTAHA006 Assist with basic foot hygiene	2130

HLTAHA007 Assist with podiatric procedures	2133

Assessment Requirements for HLTAHA007 Assist with podiatric procedures	2138

HLTAHA008 Assist with podiatry assessment and exercise	2141

Assessment Requirements for HLTAHA008 Assist with podiatry assessment and exercise	2145

HLTAHA009 Assist in the rehabilitation of clients	2147

Assessment Requirements for HLTAHA009 Assist in the rehabilitation of clients	2152

HLTAHA010 Assist with the development and maintenance of client functional status	2154

Assessment Requirements for HLTAHA010 Assist with the development and maintenance of client functional status	2159

HLTAHA011 Conduct group sessions for individual client outcomes	2161

Assessment Requirements for HLTAHA011 Conduct group sessions for individual client outcomes	2165

HLTAHA012 Support the development of speech and communication skills	2167

Assessment Requirements for HLTAHA012 Support the development of speech and communication skills	2171

HLTAHA013 Provide support in dysphagia management	2173

Assessment Requirements for HLTAHA013 Provide support in dysphagia management	2177

HLTAHA014 Assist and support the use of augmentative and alternative communication systems	2179

Assessment Requirements for HLTAHA014 Assist and support the use of augmentative and alternative communication systems	2183

HLTAHA015 Deliver and monitor a hydrotherapy program	2185

Assessment Requirements for HLTAHA015 Deliver and monitor a hydrotherapy program	2190

HLTAHA016 Support the fitting of assistive equipment	2193

Assessment Requirements for HLTAHA016 Support the fitting of assistive equipment	2198

HLTAHA017 Assist with social work	2200

Assessment Requirements for HLTAHA017 Assist with social work	2203

HLTAHA018 Assist with planning and evaluating meals and menus to meet recommended dietary guidelines	2205

Assessment Requirements for HLTAHA018 Assist with planning and evaluating meals and menus to meet recommended dietary guidelines	2208

HLTAHA019 Assist with the monitoring and modification of meals and menus according to individualised plans	2211

Assessment Requirements for HLTAHA019 Assist with the monitoring and modification of meals and menus according to individualised plans	2214

HLTAHA020 Support food services in menu and meal order processing	2216

Assessment Requirements for HLTAHA020 Support food services in menu and meal order processing	2220

HLTAHA021 Assist with screening and implementation of therapeutic diets	2222

Assessment Requirements for HLTAHA021 Assist with screening and implementation of therapeutic diets	2225

HLTAHA022 Prepare infant formulas	2228

Assessment Requirements for HLTAHA022 Prepare infant formulas	2231

HLTAHA023 Support the provision of basic nutrition advice and education	2233

Assessment Requirements for HLTAHA023 Support the provision of basic nutrition advice and education	2237

HLTAHA024 Work within a community rehabilitation environment	2239

Assessment Requirements for HLTAHA024 Work within a community rehabilitation environment	2242

HLTAHA025 Contribute to client flow and client information management in medical imaging	2244

Assessment Requirements for HLTAHA025 Contribute to client flow and client information management in medical imaging	2248

HLTAHA026 Support the medical imaging professional	2251

Assessment Requirements for HLTAHA026 Support the medical imaging professional	2254

HLTAHW001 Work with Aboriginal and/or Torres Strait Islander clients and communities	2257

Assessment Requirements for HLTAHW001 Work with Aboriginal and/or Torres Strait Islander clients and communities	2260

HLTAHW002 Support clients to obtain access to health services	2263

Assessment Requirements for HLTAHW002 Support clients to obtain access to health services	2266

HLTAHW003 Provide basic health information to clients	2269

Assessment Requirements for HLTAHW003 Provide basic health information to clients	2272

HLTAHW004 Perform work role in Aboriginal and/or Torres Strait Islander primary health care context	2275

Assessment Requirements for HLTAHW004 Perform work role in Aboriginal and/or Torres Strait Islander primary health care context	2278

HLTAHW005 Work in an Aboriginal and/or Torres Strait Islander primary health care context	2281

Assessment Requirements for HLTAHW005 Work in an Aboriginal and/or Torres Strait Islander primary health care context	2285

HLTAHW006 Facilitate and advocate for the rights and needs of clients and community members	2289

Assessment Requirements for HLTAHW006 Facilitate and advocate for the rights and needs of clients and community members	2293

HLTAHW007 Undertake basic health assessments	2296

Assessment Requirements for HLTAHW007 Undertake basic health assessments	2300

HLTAHW008 Assist in planning and implementation of basic health care	2305

Assessment Requirements for HLTAHW008 Assist in planning and implementation of basic health care	2309

HLTAHW009 Provide information about social and emotional support	2314

Assessment Requirements for HLTAHW009 Provide information about social and emotional support	2317

HLTAHW010 Identify community health issues, needs and strategies	2320

Assessment Requirements for HLTAHW010 Identify community health issues, needs and strategies	2323

HLTAHW011 Assist with basic health screening, promotion and education services	2326

Assessment Requirements for HLTAHW011 Assist with basic health screening, promotion and education services	2330

HLTAHW012 Assist with prevention and minimisation of substance misuse	2333

Assessment Requirements for HLTAHW012 Assist with prevention and minimisation of substance misuse	2336

HLTAHW013 Respond to emergencies	2339

Assessment Requirements for HLTAHW013 Respond to emergencies	2342

HLTAHW014 Work with Elders in Aboriginal and/or Torres Strait Islander communities	2346

Assessment Requirements for HLTAHW014 Work with Elders in Aboriginal and/or Torres Strait Islander communities	2349

HLTAHW015 Work under instructions to support the safe use of medication	2353

Assessment Requirements for HLTAHW015 Work under instructions to support the safe use of medication	2357

HLTAHW016 Assess client's physical wellbeing	2360

Assessment Requirements for HLTAHW016 Assess client's physical wellbeing	2364

HLTAHW017 Assess and support client's social and emotional wellbeing	2370

Assessment Requirements for HLTAHW017 Assess and support client's social and emotional wellbeing	2374

HLTAHW018 Plan, implement and monitor health care in a primary health care context	2377

Assessment Requirements for HLTAHW018 Plan, implement and monitor health care in a primary health care context	2382

HLTAHW019 Deliver primary health care programs for Aboriginal and/or Torres Strait Islander communities	2386

Assessment Requirements for HLTAHW019 Deliver primary health care programs for Aboriginal and/or Torres Strait Islander communities	2390

HLTAHW020 Administer medications	2393

Assessment Requirements for HLTAHW020 Administer medications	2397

HLTAHW021 Provide nutrition guidance for specific health care	2402

Assessment Requirements for HLTAHW021 Provide nutrition guidance for specific health care	2405

HLTAHW022 Address social determinants of Aboriginal and/or Torres Strait Islander health	2408

Assessment Requirements for HLTAHW022 Address social determinants of Aboriginal and/or Torres Strait Islander health	2411

HLTAHW023 Plan, develop and evaluate health promotion and community development programs	2414

Assessment Requirements for HLTAHW023 Plan, develop and evaluate health promotion and community development programs	2419

HLTAHW024 Work in alcohol, other drugs & mental health care w/ Aboriginal &/or Torres Strait Islander Comm.	2423

Assessment Requirements for HLTAHW024 Work in alcohol, other drugs & mental health care w/ Aboriginal &/or Torres Strait Islander Comm.	2427

HLTAHW025 Provide information and strategies in health care	2430

Assessment Requirements for HLTAHW025 Provide information and strategies in health care	2433

HLTAHW026 Provide information and strategies in sexual health for men	2438

Assessment Requirements for HLTAHW026 Provide information and strategies in sexual health for men	2441

HLTAHW027 Provide information and strategies in sexual health for women	2445

Assessment Requirements for HLTAHW027 Provide information and strategies in sexual health for women	2448

HLTAHW028 Provide information and strategies in chronic condition care	2452

Assessment Requirements for HLTAHW028 Provide information and strategies in chronic condition care	2456

HLTAHW029 Provide information and strategies in maternal and infant health	2461

Assessment Requirements for HLTAHW029 Provide information and strategies in maternal and infant health	2465

HLTAHW030 Provide information and strategies in eye health	2468

Assessment Requirements for HLTAHW030 Provide information and strategies in eye health	2473

HLTAHW031 Provide information/strategies to enhance capacities of Aboriginal/Torres Strait Islander families	2476

Assessment Requirements for HLTAHW031 Provide information/strategies to enhance capacities of Aboriginal/Torres Strait Islander families	2480

HLTAHW032 Supervise individual workers	2484

Assessment Requirements for HLTAHW032 Supervise individual workers	2488

HLTAHW033 Maintain community health profile	2491

Assessment Requirements for HLTAHW033 Maintain community health profile	2494

HLTAHW034 Provide healthy lifestyle programs and advice	2497

Assessment Requirements for HLTAHW034 Provide healthy lifestyle programs and advice	2502

HLTAHW035 Provide information and support around cancer	2506

Assessment Requirements for HLTAHW035 Provide information and support around cancer	2509

HLTAHW036 Provide information and support to women with breast cancer	2513

Assessment Requirements for HLTAHW036 Provide information and support to women with breast cancer	2517

HLTAHW037 Support the safe use of medications	2520

Assessment Requirements for HLTAHW037 Support the safe use of medications	2525

HLTAHW038 Assess and promote physical and emotional wellbeing of children	2528

Assessment Requirements for HLTAHW038 Assess and promote physical and emotional wellbeing of children	2531

HLTAHW039 Monitor early childhood growth and development	2535

Assessment Requirements for HLTAHW039 Monitor early childhood growth and development	2538

HLTAHW040 Promote burns prevention in homes and the community	2541

Assessment Requirements for HLTAHW040 Promote burns prevention in homes and the community	2544

HLTAHW041 Assess and manage emergency treatment of burns	2547

Assessment Requirements for HLTAHW041 Assess and manage emergency treatment of burns	2551

HLTAHW042 Implement a burns rehabilitation care plan	2555

Assessment Requirements for HLTAHW042 Implement a burns rehabilitation care plan	2559

HLTAHW043 Facilitate access to tertiary health services	2562

Assessment Requirements for HLTAHW043 Facilitate access to tertiary health services	2565

HLTAHW044 Advocate on behalf of the community	2568

Assessment Requirements for HLTAHW044 Advocate on behalf of the community	2571

HLTAHW045 Plan, develop and evaluate primary health care programs for Aboriginal/Torres Strait Islander comm.	2574

Assessment Requirements for HLTAHW045 Plan, develop and evaluate primary health care programs for Aboriginal/Torres Strait Islander comm.	2577

HLTAHW046 Apply advanced skills in primary health care	2580

Assessment Requirements for HLTAHW046 Apply advanced skills in primary health care	2584

HLTAHW047 Support and promote social and emotional wellbeing of staff and clients	2587

Assessment Requirements for HLTAHW047 Support and promote social and emotional wellbeing of staff and clients	2591

HLTAHW048 Apply a strategic approach to Aboriginal and/or Torres Strait Islander health	2594

Assessment Requirements for HLTAHW048 Apply a strategic approach to Aboriginal and/or Torres Strait Islander health	2597

HLTAHW049 Work effectively in social and emotional wellbeing	2600

Assessment Requirements for HLTAHW049 Work effectively in social and emotional wellbeing	2604

HLTAHW050 Develop a healing framework for social and emotional wellbeing work	2607

Assessment Requirements for HLTAHW050 Develop a healing framework for social and emotional wellbeing work	2610

HLTAHW051 Respond to loss, grief and trauma	2613

Assessment Requirements for HLTAHW051 Respond to loss, grief and trauma	2616

HLTAHW052 Deliver primary health care to Aboriginal and/or Torres Strait Islander clients in confinement	2619

Assessment Requirements for HLTAHW052 Deliver primary health care to Aboriginal and/or Torres Strait Islander clients in confinement	2623

HLTAHW053 Address impact of food security on community health	2626

Assessment Requirements for HLTAHW053 Address impact of food security on community health	2629

HLTAHW054 Support renal dialysis clients in the community setting	2632

Assessment Requirements for HLTAHW054 Support renal dialysis clients in the community setting	2636

HLTAHW055 Provide care to clients undertaking renal dialysis in the community setting	2639

Assessment Requirements for HLTAHW055 Provide care to clients undertaking renal dialysis in the community setting	2642

HLTAHW056 Provide sexual and reproductive health care	2645

Assessment Requirements for HLTAHW056 Provide sexual and reproductive health care	2649

HLTAHW057 Provide antenatal health care	2652

Assessment Requirements for HLTAHW057 Provide antenatal health care	2655

HLTAHW058 Prepare for and support childbirth	2658

Assessment Requirements for HLTAHW058 Prepare for and support childbirth	2662

HLTAHW059 Provide postnatal and infant health care	2666

Assessment Requirements for HLTAHW059 Provide postnatal and infant health care	2669

HLTAHW060 Plan for medical emergencies	2672

Assessment Requirements for HLTAHW060 Plan for medical emergencies	2675

HLTAHW061 Engage in community health research	2678

Assessment Requirements for HLTAHW061 Engage in community health research	2681

HLTAHW062 Supervise health care team	2684

Assessment Requirements for HLTAHW062 Supervise health care team	2687

HLTAHW063 Implement office systems	2690

Assessment Requirements for HLTAHW063 Implement office systems	2693

HLTAHW064 Manage budgets	2696

Assessment Requirements for HLTAHW064 Manage budgets	2698

HLTAHW065 Apply reflective practice in an Aboriginal/Torres Strait Islander primary health care setting	2700

Assessment Requirements for HLTAHW065 Apply reflective practice in an Aboriginal/Torres Strait Islander primary health care setting	2704

HLTAHW066 Manage the delivery of Aboriginal and/or Torres Strait Islander primary health care	2707

Assessment Requirements for HLTAHW066 Manage the delivery of Aboriginal and/or Torres Strait Islander primary health care	2711

HLTAHW067 Manage health education and promotion	2714

Assessment Requirements for HLTAHW067 Manage health education and promotion	2717

HLTAHW068 Develop work plans	2720

Assessment Requirements for HLTAHW068 Develop work plans	2723

HLTAHW069 Develop health care policy	2726

Assessment Requirements for HLTAHW069 Develop health care policy	2729

HLTAHW070 Manage human resources	2732

Assessment Requirements for HLTAHW070 Manage human resources	2735

HLTAHW071 Manage medicines in Aboriginal and/or Torres Strait Islander primary health care	2738

Assessment Requirements for HLTAHW071 Manage medicines in Aboriginal and/or Torres Strait Islander primary health care	2742

HLTAHW072 Provide guidance in social and emotional wellbeing	2745

Assessment Requirements for HLTAHW072 Provide guidance in social and emotional wellbeing	2749

HLTAHW073 Practise social and emotional wellbeing in a clinical setting	2753

Assessment Requirements for HLTAHW073 Practise social and emotional wellbeing in a clinical setting	2758

HLTAHW074 Provide closure on healing processes	2761

Assessment Requirements for HLTAHW074 Provide closure on healing processes	2764

HLTAHW075 Manage community health projects	2767

Assessment Requirements for HLTAHW075 Manage community health projects	2770

HLTAHW076 Plan for community emergencies	2773

Assessment Requirements for HLTAHW076 Plan for community emergencies	2776

HLTAHW077 Provide supervision for social and emotional wellbeing workers	2779

Assessment Requirements for HLTAHW077 Provide supervision for social and emotional wellbeing workers	2782

HLTAHW078 Work within a narrative approach	2785

Assessment Requirements for HLTAHW078 Work within a narrative approach	2788

HLTAID001 Provide cardiopulmonary resuscitation	2791

Assessment Requirements for HLTAID001 Provide cardiopulmonary resuscitation	2794

HLTAID002 Provide basic emergency life support	2797

Assessment Requirements for HLTAID002 Provide basic emergency life support	2800

HLTAID003 Provide first aid	2804

Assessment Requirements for HLTAID003 Provide first aid	2807

HLTAID004 Provide an emergency first aid response in an education and care setting	2811

Assessment Requirements for HLTAID004 Provide an emergency first aid response in an education and care setting	2815

HLTAID005 Provide first aid in remote situations	2820

Assessment Requirements for HLTAID005 Provide first aid in remote situations	2823

HLTAID006 Provide advanced first aid	2828

Assessment Requirements for HLTAID006 Provide advanced first aid	2832

HLTAID007 Provide advanced resuscitation	2837

Assessment Requirements for HLTAID007 Provide advanced resuscitation	2840

HLTAID008 Manage first aid services and resources	2845

Assessment Requirements for HLTAID008 Manage first aid services and resources	2848

HLTAIN001 Assist with nursing care in an acute care environment	2850

Assessment Requirements for HLTAIN001 Assist with nursing care in an acute care environment	2853

HLTAIN002 Provide non-client contact support in an acute care environment	2856

Assessment Requirements for HLTAIN002 Provide non-client contact support in an acute care environment	2859

HLTAMB001 Follow procedures for routine safe removal of patient	2861

Assessment Requirements for HLTAMB001 Follow procedures for routine safe removal of patient	2864

HLTAMB002 Implement safe access and egress in an emergency	2866

Assessment Requirements for HLTAMB002 Implement safe access and egress in an emergency	2869

HLTAMB003 Transport emergency patients	2871

Assessment Requirements for HLTAMB003 Transport emergency patients	2874

HLTAMB004 Conduct advanced clinical assessment	2876

Assessment Requirements for HLTAMB004 Conduct advanced clinical assessment	2879

HLTAMB005 Receive and respond to requests for ambulance service	2882

Assessment Requirements for HLTAMB005 Receive and respond to requests for ambulance service	2885

HLTAMB006 Assign and coordinate ambulance service resources	2887

Assessment Requirements for HLTAMB006 Assign and coordinate ambulance service resources	2890

HLTAMB007 Assess and deliver basic clinical care	2893

Assessment Requirements for HLTAMB007 Assess and deliver basic clinical care	2897

HLTAMB008 Assess and deliver standard clinical care	2901

Assessment Requirements for HLTAMB008 Assess and deliver standard clinical care	2905

HLTAMB009 Deliver intensive clinical care	2911

Assessment Requirements for HLTAMB009 Deliver intensive clinical care	2915

HLTAMB010 Manage and coordinate resources for emergency operations	2919

Assessment Requirements for HLTAMB010 Manage and coordinate resources for emergency operations	2922

HLTAMB011 Manage a routine non-emergency scene	2924

Assessment Requirements for HLTAMB011 Manage a routine non-emergency scene	2926

HLTAMB012 Communicate in complex situations to support health care	2928

Assessment Requirements for HLTAMB012 Communicate in complex situations to support health care	2931

HLTAMB013 Contribute to managing the scene of an emergency	2933

Assessment Requirements for HLTAMB013 Contribute to managing the scene of an emergency	2936

HLTAMB014 Transport non-emergency patients under operational conditions	2938

Assessment Requirements for HLTAMB014 Transport non-emergency patients under operational conditions	2941

HLTANA001 Prepare clients for anaesthesia	2943

Assessment Requirements for HLTANA001 Prepare clients for anaesthesia	2947

HLTANA002 Monitor clients during anaesthesia	2950

Assessment Requirements for HLTANA002 Monitor clients during anaesthesia	2953

HLTANA003 Assist with airway management	2957

Assessment Requirements for HLTANA003 Assist with airway management	2962

HLTANA004 Respond to anaesthesia related emergencies	2967

Assessment Requirements for HLTANA004 Respond to anaesthesia related emergencies	2970

HLTANA005 Maintain quality and supply of anaesthetic equipment and consumables	2974

Assessment Requirements for HLTANA005 Maintain quality and supply of anaesthetic equipment and consumables	2977

HLTANA006 Assist with clinical procedures used in anaesthesia	2980

Assessment Requirements for HLTANA006 Assist with clinical procedures used in anaesthesia	2983

HLTANA007 Monitor medications in the anaesthetic environment	2988

Assessment Requirements for HLTANA007 Monitor medications in the anaesthetic environment	2991

HLTARO001 Develop aromatherapy practice	2996

Assessment Requirements for HLTARO001 Develop aromatherapy practice	2999

HLTARO002 Source and prepare aromatherapy products	3002

Assessment Requirements for HLTARO002 Source and prepare aromatherapy products	3005

HLTARO003 Perform aromatherapy health assessments	3009

Assessment Requirements for HLTARO003 Perform aromatherapy health assessments	3012

HLTARO004 Provide therapeutic aromatherapy treatments	3016

Assessment Requirements for HLTARO004 Provide therapeutic aromatherapy treatments	3019

HLTARO005 Provide aromatherapy massage treatments	3022

Assessment Requirements for HLTARO005 Provide aromatherapy massage treatments	3025

HLTARO006 Adapt aromatherapy treatments to specific needs	3028

Assessment Requirements for HLTARO006 Adapt aromatherapy treatments to specific needs	3031

HLTARO007 Monitor and evaluate aromatherapy treatments	3034

Assessment Requirements for HLTARO007 Monitor and evaluate aromatherapy treatments	3037

HLTARO008 Prepare and dispense aromatic formulations	3040

Assessment Requirements for HLTARO008 Prepare and dispense aromatic formulations	3043

HLTARO009 Select and advise on aromatic therapies	3046

Assessment Requirements for HLTARO009 Select and advise on aromatic therapies	3049

HLTAUD001 Assess hearing	3052

Assessment Requirements for HLTAUD001 Assess hearing	3056

HLTAUD002 Conduct play audiometry	3059

Assessment Requirements for HLTAUD002 Conduct play audiometry	3063

HLTAUD003 Assess and respond to occupational noise risk	3066

Assessment Requirements for HLTAUD003 Assess and respond to occupational noise risk	3069

HLTAUD004 Develop and implement individual hearing rehabilitation programs	3071

Assessment Requirements for HLTAUD004 Develop and implement individual hearing rehabilitation programs	3074

HLTAUD005 Dispense hearing devices	3076

Assessment Requirements for HLTAUD005 Dispense hearing devices	3080

HLTAUD006 Remove cerumen	3083

Assessment Requirements for HLTAUD006 Remove cerumen	3086

HLTAYV001 Develop Ayurvedic practice	3088

Assessment Requirements for HLTAYV001 Develop Ayurvedic practice	3091

HLTAYV002 Make Ayurvedic lifestyle assessments	3095

Assessment Requirements for HLTAYV002 Make Ayurvedic lifestyle assessments	3098

HLTAYV003 Provide Ayurvedic bodywork therapies	3101

Assessment Requirements for HLTAYV003 Provide Ayurvedic bodywork therapies	3104

HLTAYV004 Provide Ayurvedic lifestyle advice	3108

Assessment Requirements for HLTAYV004 Provide Ayurvedic lifestyle advice	3111

HLTAYV005 Provide advice on Ayurvedic nutrition	3114

Assessment Requirements for HLTAYV005 Provide advice on Ayurvedic nutrition	3117

HLTAYV006 Take cases within Ayurvedic framework	3122

Assessment Requirements for HLTAYV006 Take cases within Ayurvedic framework	3125

HLTAYV007 Diagnose conditions within an Ayurvedic framework	3129

Assessment Requirements for HLTAYV007 Diagnose conditions within an Ayurvedic framework	3132

HLTAYV008 Provide Ayurvedic remedial therapies	3136

Assessment Requirements for HLTAYV008 Provide Ayurvedic remedial therapies	3139

HLTAYV009 Provide therapeutic Ayurvedic nutritional advice	3143

Assessment Requirements for HLTAYV009 Provide therapeutic Ayurvedic nutritional advice	3146

HLTAYV010 Select and advise on Ayurvedic medicines - dravyaguna	3151

Assessment Requirements for HLTAYV010 Select and advise on Ayurvedic medicines - dravyaguna	3154

HLTAYV011 Prepare and dispense Ayurvedic medicines - dravyaguna	3159

Assessment Requirements for HLTAYV011 Prepare and dispense Ayurvedic medicines - dravyaguna	3162

HLTAYV012 Monitor and evaluate Ayurvedic treatments	3166

Assessment Requirements for HLTAYV012 Monitor and evaluate Ayurvedic treatments	3169

HLTCAR001 Perform electrocardiography (ECG)	3172

Assessment Requirements for HLTCAR001 Perform electrocardiography (ECG)	3176

HLTCAR002 Perform holter monitoring	3178

Assessment Requirements for HLTCAR002 Perform holter monitoring	3182

HLTCAR003 Assist with stress testing	3184

Assessment Requirements for HLTCAR003 Assist with stress testing	3188

HLTDEF001 Participate in a land based deployed health capability	3190

Assessment Requirements for HLTDEF001 Participate in a land based deployed health capability	3193

HLTDEF002 Provide treatments for common conditions	3197

Assessment Requirements for HLTDEF002 Provide treatments for common conditions	3200

HLTDEF003 Perform the duties of a scribe during casualty resuscitation	3204

Assessment Requirements for HLTDEF003 Perform the duties of a scribe during casualty resuscitation	3207

HLTDEF004 Attend to emergency patients being transported by road	3210

Assessment Requirements for HLTDEF004 Attend to emergency patients being transported by road	3213

HLTDEN001 Prepare for and assist with oral health care procedures	3216

Assessment Requirements for HLTDEN001 Prepare for and assist with oral health care procedures	3220

HLTDEN002 Assist with dental radiography	3224

Assessment Requirements for HLTDEN002 Assist with dental radiography	3228

HLTDEN003 Assist with administration in dental practice	3232

Assessment Requirements for HLTDEN003 Assist with administration in dental practice	3237

HLTDEN004 Implement an individualised oral hygiene program	3240

Assessment Requirements for HLTDEN004 Implement an individualised oral hygiene program	3244

HLTDEN005 Assist in oral health care procedures during general anaesthesia	3247

Assessment Requirements for HLTDEN005 Assist in oral health care procedures during general anaesthesia	3250

HLTDEN006 Assist in oral health care procedures during conscious sedation	3253

Assessment Requirements for HLTDEN006 Assist in oral health care procedures during conscious sedation	3256

HLTDEN007 Apply the principles of radiation biology and protection in dental practice	3259

Assessment Requirements for HLTDEN007 Apply the principles of radiation biology and protection in dental practice	3262

HLTDEN008 Prepare to expose a prescribed dental radiographic image	3265

Assessment Requirements for HLTDEN008 Prepare to expose a prescribed dental radiographic image	3268

HLTDEN009 Produce a prescribed dental radiographic image	3271

Assessment Requirements for HLTDEN009 Produce a prescribed dental radiographic image	3275

HLTDEN010 Implement an oral hygiene program for older people	3278

Assessment Requirements for HLTDEN010 Implement an oral hygiene program for older people	3281

HLTDEN011 Implement an oral health promotion program	3284

Assessment Requirements for HLTDEN011 Implement an oral health promotion program	3287

HLTDEN012 Take an impression for study models	3290

Assessment Requirements for HLTDEN012 Take an impression for study models	3294

HLTDEN013 Allocate treatment appointments according to priority	3296

Assessment Requirements for HLTDEN013 Allocate treatment appointments according to priority	3298

HLTDEN014 Take a clinical photograph	3300

Assessment Requirements for HLTDEN014 Take a clinical photograph	3303

HLTDEP001 Identify, select and prepare instruments, equipment and materials	3306

Assessment Requirements for HLTDEP001 Identify, select and prepare instruments, equipment and materials	3309

HLTDEP002 Gather data, conduct dental prosthetic examination and develop treatment plan	3311

Assessment Requirements for HLTDEP002 Gather data, conduct dental prosthetic examination and develop treatment plan	3315

HLTDEP003 Take impressions	3318

Assessment Requirements for HLTDEP003 Take impressions	3321

HLTDEP004 Establish and record jaw relationships and select artificial teeth	3323

Assessment Requirements for HLTDEP004 Establish and record jaw relationships and select artificial teeth	3326

HLTDEP005 Evaluate a removable dental prosthesis at try-in stage	3328

Assessment Requirements for HLTDEP005 Evaluate a removable dental prosthesis at try-in stage	3331

HLTDEP006 Insert and issue a completed removable dental prosthesis	3333

Assessment Requirements for HLTDEP006 Insert and issue a completed removable dental prosthesis	3336

HLTDEP007 Perform maintenance treatment for patient with removable dental prostheses	3338

Assessment Requirements for HLTDEP007 Perform maintenance treatment for patient with removable dental prostheses	3341

HLTDEP008 Construct and insert an implant retained overdenture	3343

Assessment Requirements for HLTDEP008 Construct and insert an implant retained overdenture	3348

HLTDET001 Construct models	3350

Assessment Requirements for HLTDET001 Construct models	3353

HLTDET002 Construct custom impression trays	3356

Assessment Requirements for HLTDET002 Construct custom impression trays	3359

HLTDET003 Construct registration rims	3362

Assessment Requirements for HLTDET003 Construct registration rims	3364

HLTDET004 Articulate models and transfer records	3366

Assessment Requirements for HLTDET004 Articulate models and transfer records	3369

HLTDET005 Construct thermoformed bases and appliances	3371

Assessment Requirements for HLTDET005 Construct thermoformed bases and appliances	3373

HLTDET006 Construct immediate dentures	3375

Assessment Requirements for HLTDET006 Construct immediate dentures	3378

HLTDET007 Construct removable acrylic partial dentures	3381

Assessment Requirements for HLTDET007 Construct removable acrylic partial dentures	3384

HLTDET008 Construct cast alloy removable partial denture framework	3387

Assessment Requirements for HLTDET008 Construct cast alloy removable partial denture framework	3391

HLTDET009 Construct crown and bridge structures	3393

Assessment Requirements for HLTDET009 Construct crown and bridge structures	3396

HLTDET010 Join alloy structures	3399

Assessment Requirements for HLTDET010 Join alloy structures	3401

HLTDET011 Construct ceramic and fixed restorations	3403

Assessment Requirements for HLTDET011 Construct ceramic and fixed restorations	3406

HLTDET012 Construct orthodontic appliances	3409

Assessment Requirements for HLTDET012 Construct orthodontic appliances	3412

HLTDET013 Construct oral splints	3414

Assessment Requirements for HLTDET013 Construct oral splints	3416

HLTDET014 Repair and modify dentures and appliances	3418

Assessment Requirements for HLTDET014 Repair and modify dentures and appliances	3421

HLTDET015 Construct complete removable acrylic dentures and appliances	3423

Assessment Requirements for HLTDET015 Construct complete removable acrylic dentures and appliances	3427

HLTENN001 Practise nursing within the Australian health care system	3430

Assessment Requirements for HLTENN001 Practise nursing within the Australian health care system	3433

HLTENN002 Apply communication skills in nursing practice	3435

Assessment Requirements for HLTENN002 Apply communication skills in nursing practice	3438

HLTENN003 Perform clinical assessment and contribute to planning nursing care	3440

Assessment Requirements for HLTENN003 Perform clinical assessment and contribute to planning nursing care	3443

HLTENN004 Implement, monitor and evaluate nursing care plans	3446

Assessment Requirements for HLTENN004 Implement, monitor and evaluate nursing care plans	3449

HLTENN005 Contribute to nursing care of a person with complex needs	3452

Assessment Requirements for HLTENN005 Contribute to nursing care of a person with complex needs	3455

HLTENN006 Apply principles of wound management in the clinical environment	3458

Assessment Requirements for HLTENN006 Apply principles of wound management in the clinical environment	3462

HLTENN007 Administer and monitor medicines and intravenous therapy	3465

Assessment Requirements for HLTENN007 Administer and monitor medicines and intravenous therapy	3469

HLTENN008 Apply legal and ethical parameters to nursing practice	3475

Assessment Requirements for HLTENN008 Apply legal and ethical parameters to nursing practice	3479

HLTENN009 Implement and monitor care for a person with mental health conditions	3483

Assessment Requirements for HLTENN009 Implement and monitor care for a person with mental health conditions	3487

HLTENN010 Apply a palliative approach in nursing practice	3490

Assessment Requirements for HLTENN010 Apply a palliative approach in nursing practice	3494

HLTENN011 Implement and monitor care for a person with acute health problems	3496

Assessment Requirements for HLTENN011 Implement and monitor care for a person with acute health problems	3500

HLTENN012 Implement and monitor care for a person with chronic health problems	3503

Assessment Requirements for HLTENN012 Implement and monitor care for a person with chronic health problems	3506

HLTENN013 Implement and monitor care of the older person	3509

Assessment Requirements for HLTENN013 Implement and monitor care of the older person	3514

HLTENN014 Contribute to maternal and infant health care	3517

Assessment Requirements for HLTENN014 Contribute to maternal and infant health care	3520

HLTENN015 Apply nursing practice in the primary health care setting	3523

Assessment Requirements for HLTENN015 Apply nursing practice in the primary health care setting	3527

HLTENN016 Apply nursing practice in the emergency care setting	3529

Assessment Requirements for HLTENN016 Apply nursing practice in the emergency care setting	3532

HLTENN017 Apply nursing practice in the orthopaedic care setting	3535

Assessment Requirements for HLTENN017 Apply nursing practice in the orthopaedic care setting	3538

HLTENN018 Apply nursing practice in the rehabilitation care setting	3542

Assessment Requirements for HLTENN018 Apply nursing practice in the rehabilitation care setting	3545

HLTENN019 Apply nursing practice in sexual and reproductive health care	3548

Assessment Requirements for HLTENN019 Apply nursing practice in sexual and reproductive health care	3552

HLTENN020 Conduct clinical assessments	3555

Assessment Requirements for HLTENN020 Conduct clinical assessments	3558

HLTENN021 Apply nursing practice in the critical care setting	3563

Assessment Requirements for HLTENN021 Apply nursing practice in the critical care setting	3567

HLTENN022 Contribute to the registration, eligibility and assessment of donors	3570

Assessment Requirements for HLTENN022 Contribute to the registration, eligibility and assessment of donors	3573

HLTENN023 Apply nursing practice in the respiratory care setting	3576

Assessment Requirements for HLTENN023 Apply nursing practice in the respiratory care setting	3579

HLTENN024 Apply nursing practice in the cardiovascular care setting	3583

Assessment Requirements for HLTENN024 Apply nursing practice in the cardiovascular care setting	3586

HLTENN025 Implement and monitor care for a person with diabetes	3590

Assessment Requirements for HLTENN025 Implement and monitor care for a person with diabetes	3594

HLTENN026 Apply nursing practice in the perioperative setting	3597

Assessment Requirements for HLTENN026 Apply nursing practice in the perioperative setting	3600

HLTENN027 Apply nursing practice in the hyperbaric environment	3603

Assessment Requirements for HLTENN027 Apply nursing practice in the hyperbaric environment	3607

HLTENN028 Apply nursing practice in the paediatric care setting	3611

Assessment Requirements for HLTENN028 Apply nursing practice in the paediatric care setting	3614

HLTENN029 Apply nursing practice in the contemporary aged care setting	3617

Assessment Requirements for HLTENN029 Apply nursing practice in the contemporary aged care setting	3621

HLTENN030 Implement and monitor care for a person with a stoma	3623

Assessment Requirements for HLTENN030 Implement and monitor care for a person with a stoma	3627

HLTENN031 Apply nursing practice in the contemporary mental health care setting	3630

Assessment Requirements for HLTENN031 Apply nursing practice in the contemporary mental health care setting	3634

HLTENN032 Apply nursing practice in the rural and remote setting	3637

Assessment Requirements for HLTENN032 Apply nursing practice in the rural and remote setting	3641

HLTENN033 Research and report on nursing trends and practice	3645

Assessment Requirements for HLTENN033 Research and report on nursing trends and practice	3648

HLTENN034 Contribute to the improvement of clinical practice	3650

Assessment Requirements for HLTENN034 Contribute to the improvement of clinical practice	3653

HLTFSE001 Follow basic food safety practices	3656

Assessment Requirements for HLTFSE001 Follow basic food safety practices	3659

HLTFSE002 Provide ward or unit based food preparation and distribution services	3662

Assessment Requirements for HLTFSE002 Provide ward or unit based food preparation and distribution services	3666

HLTFSE003 Perform kitchenware washing	3669

Assessment Requirements for HLTFSE003 Perform kitchenware washing	3672

HLTFSE004 Serve cafeteria customers	3674

Assessment Requirements for HLTFSE004 Serve cafeteria customers	3676

HLTFSE005 Apply and monitor food safety requirements	3679

Assessment Requirements for HLTFSE005 Apply and monitor food safety requirements	3681

HLTFSE006 Prepare foods suitable for a range of client groups	3684

Assessment Requirements for HLTFSE006 Prepare foods suitable for a range of client groups	3687

HLTFSE007 Oversee the day-to-day implementation of food safety in the workplace	3690

Assessment Requirements for HLTFSE007 Oversee the day-to-day implementation of food safety in the workplace	3692

HLTFSE008 Conduct internal food safety audits	3694

Assessment Requirements for HLTFSE008 Conduct internal food safety audits	3697

HLTFSE009 Apply cook-freeze and reheating processes	3700

Assessment Requirements for HLTFSE009 Apply cook-freeze and reheating processes	3703

HLTHPS001 Take clinical measurements	3706

Assessment Requirements for HLTHPS001 Take clinical measurements	3709

HLTHPS002 Support health professional in the delivery of care	3713

Assessment Requirements for HLTHPS002 Support health professional in the delivery of care	3717

HLTHPS003 Maintain medication stocks	3721

Assessment Requirements for HLTHPS003 Maintain medication stocks	3724

HLTHPS004 Measure spirometry	3726

Assessment Requirements for HLTHPS004 Measure spirometry	3730

HLTHPS005 Handle medical specimens	3733

Assessment Requirements for HLTHPS005 Handle medical specimens	3736

HLTHPS006 Assist clients with medication	3738

Assessment Requirements for HLTHPS006 Assist clients with medication	3743

HLTHPS007 Administer and monitor medications	3746

Assessment Requirements for HLTHPS007 Administer and monitor medications	3751

HLTHPS008 Provide clinical mentoring in the work environment	3756

Assessment Requirements for HLTHPS008 Provide clinical mentoring in the work environment	3759

HLTHPS009 Perform peripheral intravenous cannulation	3761

Assessment Requirements for HLTHPS009 Perform peripheral intravenous cannulation	3764

HLTHPS010 Interpret and use information about nutrition and diet	3768

Assessment Requirements for HLTHPS010 Interpret and use information about nutrition and diet	3771

HLTHSS001 Operate an incinerator	3774

Assessment Requirements for HLTHSS001 Operate an incinerator	3777

HLTHSS002 Perform general maintenance and provide assistance to tradespersons	3779

Assessment Requirements for HLTHSS002 Perform general maintenance and provide assistance to tradespersons	3782

HLTHSS003 Perform general cleaning tasks in a clinical setting	3785

Assessment Requirements for HLTHSS003 Perform general cleaning tasks in a clinical setting	3788

HLTHSS004 Handle and move equipment, goods and mail	3791

Assessment Requirements for HLTHSS004 Handle and move equipment, goods and mail	3794

HLTHSS005 Undertake routine stock maintenance	3796

Assessment Requirements for HLTHSS005 Undertake routine stock maintenance	3799

HLTHSS006 Collect and manage linen stock at user-location	3801

Assessment Requirements for HLTHSS006 Collect and manage linen stock at user-location	3804

HLTHSS007 Handle medical gases safely	3806

Assessment Requirements for HLTHSS007 Handle medical gases safely	3809

HLTHSS008 Perform routine servicing of plant, equipment and machinery	3811

Assessment Requirements for HLTHSS008 Perform routine servicing of plant, equipment and machinery	3814

HLTINF001 Comply with infection prevention and control policies and procedures	3816

Assessment Requirements for HLTINF001 Comply with infection prevention and control policies and procedures	3819

HLTINF002 Process reusable medical devices and equipment	3822

Assessment Requirements for HLTINF002 Process reusable medical devices and equipment	3826

HLTINF003 Implement and monitor infection prevention and control policies and procedures	3828

Assessment Requirements for HLTINF003 Implement and monitor infection prevention and control policies and procedures	3831

HLTINF004 Manage the prevention and control of infection	3834

Assessment Requirements for HLTINF004 Manage the prevention and control of infection	3837

HLTINF005 Maintain infection prevention for skin penetration treatments	3840

Assessment Requirements for HLTINF005 Maintain infection prevention for skin penetration treatments	3844

HLTKIN001 Develop kinesiology practice	3847

Assessment Requirements for HLTKIN001 Develop kinesiology practice	3850

HLTKIN002 Conduct indicator muscle monitoring	3853

Assessment Requirements for HLTKIN002 Conduct indicator muscle monitoring	3856

HLTKIN003 Perform kinesiology assessments	3859

Assessment Requirements for HLTKIN003 Perform kinesiology assessments	3863

HLTKIN004 Provide kinesiology balances	3869

Assessment Requirements for HLTKIN004 Provide kinesiology balances	3873

HLTKIN005 Monitor and evaluate client progress	3879

Assessment Requirements for HLTKIN005 Monitor and evaluate client progress	3882

HLTMSG001 Develop massage practice	3885

Assessment Requirements for HLTMSG001 Develop massage practice	3888

HLTMSG002 Assess client massage needs	3891

Assessment Requirements for HLTMSG002 Assess client massage needs	3894

HLTMSG003 Perform remedial massage musculoskeletal assessments	3899

Assessment Requirements for HLTMSG003 Perform remedial massage musculoskeletal assessments	3903

HLTMSG004 Provide massage treatments	3910

Assessment Requirements for HLTMSG004 Provide massage treatments	3913

HLTMSG005 Provide remedial massage treatments	3916

Assessment Requirements for HLTMSG005 Provide remedial massage treatments	3919

HLTMSG006 Adapt remedial massage treatments to meet specific needs	3923

Assessment Requirements for HLTMSG006 Adapt remedial massage treatments to meet specific needs	3926

HLTMSG007 Adapt remedial massage practice for athletes	3929

Assessment Requirements for HLTMSG007 Adapt remedial massage practice for athletes	3932

HLTMSG008 Monitor and evaluate remedial massage treatments	3937

Assessment Requirements for HLTMSG008 Monitor and evaluate remedial massage treatments	3940

HLTOHC001 Recognise and respond to oral health issues	3943

Assessment Requirements for HLTOHC001 Recognise and respond to oral health issues	3946

HLTOHC002 Inform and support patients and groups about oral health	3949

Assessment Requirements for HLTOHC002 Inform and support patients and groups about oral health	3952

HLTOHC003 Apply and manage use of basic oral health products	3955

Assessment Requirements for HLTOHC003 Apply and manage use of basic oral health products	3958

HLTOHC004 Provide or assist with oral hygiene	3963

Assessment Requirements for HLTOHC004 Provide or assist with oral hygiene	3967

HLTOHC005 Use basic oral health screening tools	3972

Assessment Requirements for HLTOHC005 Use basic oral health screening tools	3975

HLTOHC006 Apply fluoride varnish	3977

Assessment Requirements for HLTOHC006 Apply fluoride varnish	3980

HLTOPD001 Provide advice on optical appliances	3984

Assessment Requirements for HLTOPD001 Provide advice on optical appliances	3987

HLTOPD002 Dispense optical appliances	3990

Assessment Requirements for HLTOPD002 Dispense optical appliances	3993

HLTOPD003 Dispense atypical prescriptions	3996

Assessment Requirements for HLTOPD003 Dispense atypical prescriptions	3999

HLTOPD004 Edge and fit ophthalmic appliances	4003

Assessment Requirements for HLTOPD004 Edge and fit ophthalmic appliances	4006

HLTOPD005 Process and manage optical appliance orders	4010

Assessment Requirements for HLTOPD005 Process and manage optical appliance orders	4013

HLTPAT001 Identify and respond to clinical risks in pathology collection	4017

Assessment Requirements for HLTPAT001 Identify and respond to clinical risks in pathology collection	4020

HLTPAT002 Perform venous blood collections	4023

Assessment Requirements for HLTPAT002 Perform venous blood collections	4027

HLTPAT003 Perform capillary blood collections	4031

Assessment Requirements for HLTPAT003 Perform capillary blood collections	4035

HLTPAT004 Collect pathology specimens other than blood	4038

Assessment Requirements for HLTPAT004 Collect pathology specimens other than blood	4041

HLTPAT005 Collect specimens for drugs of abuse testing	4044

Assessment Requirements for HLTPAT005 Collect specimens for drugs of abuse testing	4047

HLTPAT006 Receive, prepare and dispatch pathology specimens	4050

Assessment Requirements for HLTPAT006 Receive, prepare and dispatch pathology specimens	4053

HLTPAT007 Collect arterial blood samples	4055

Assessment Requirements for HLTPAT007 Collect arterial blood samples	4059

HLTPHA001 Maintain pharmaceutical imprest stock	4062

Assessment Requirements for HLTPHA001 Maintain pharmaceutical imprest stock	4065

HLTPHA002 Pack pharmaceutical products	4067

Assessment Requirements for HLTPHA002 Pack pharmaceutical products	4070

HLTPHA003 Assist with dispensing of prescriptions and medication orders	4073

Assessment Requirements for HLTPHA003 Assist with dispensing of prescriptions and medication orders	4077

HLTPHA004 Order, maintain and distribute pharmaceutical stock	4080

Assessment Requirements for HLTPHA004 Order, maintain and distribute pharmaceutical stock	4084

HLTPHA005 Conduct small scale compounding and labelling of pharmaceutical products	4087

Assessment Requirements for HLTPHA005 Conduct small scale compounding and labelling of pharmaceutical products	4091

HLTPHA006 Provide assistance in dispensary administration	4095

Assessment Requirements for HLTPHA006 Provide assistance in dispensary administration	4098

HLTPHA007 Conduct small-scale compounding and labelling of aseptic pharmaceutical products	4101

Assessment Requirements for HLTPHA007 Conduct small-scale compounding and labelling of aseptic pharmaceutical products	4106

HLTPHA008 Support pharmacist communication with clients and other health professionals	4110

Assessment Requirements for HLTPHA008 Support pharmacist communication with clients and other health professionals	4113

HLTPHA009 Support pharmacists in the collection and presentation of workplace data and information	4117

Assessment Requirements for HLTPHA009 Support pharmacists in the collection and presentation of workplace data and information	4120

HLTPOP001 Provide basic repairs and maintenance to health hardware and fixtures	4124

Assessment Requirements for HLTPOP001 Provide basic repairs and maintenance to health hardware and fixtures	4127

HLTPOP002 Monitor and maintain sewage systems	4129

Assessment Requirements for HLTPOP002 Monitor and maintain sewage systems	4131

HLTPOP003 Monitor and maintain water supply	4133

Assessment Requirements for HLTPOP003 Monitor and maintain water supply	4135

HLTPOP004 Monitor and maintain rubbish collection and disposal systems	4137

Assessment Requirements for HLTPOP004 Monitor and maintain rubbish collection and disposal systems	4139

HLTPOP005 Work in a population health context	4141

Assessment Requirements for HLTPOP005 Work in a population health context	4143

HLTPOP006 Contribute to working with the community to identify health needs	4146

Assessment Requirements for HLTPOP006 Contribute to working with the community to identify health needs	4149

HLTPOP007 Contribute to population health project planning	4152

Assessment Requirements for HLTPOP007 Contribute to population health project planning	4155

HLTPOP008 Develop and implement disease prevention and control measures	4157

Assessment Requirements for HLTPOP008 Develop and implement disease prevention and control measures	4159

HLTPOP009 Provide information and support on environmental health issues	4163

Assessment Requirements for HLTPOP009 Provide information and support on environmental health issues	4165

HLTPOP010 Monitor and maintain dog health in the community	4167

Assessment Requirements for HLTPOP010 Monitor and maintain dog health in the community	4170

HLTPOP011 Facilitate provision of functional, durable health hardware items in home and community	4173

Assessment Requirements for HLTPOP011 Facilitate provision of functional, durable health hardware items in home and community	4176

HLTPOP012 Contribute to testing of results of community water supply	4178

Assessment Requirements for HLTPOP012 Contribute to testing of results of community water supply	4181

HLTPOP013 Contribute to the implementation of a disaster plan	4183

Assessment Requirements for HLTPOP013 Contribute to the implementation of a disaster plan	4186

HLTPOP014 Assess readiness for and effect behaviour change	4188

Assessment Requirements for HLTPOP014 Assess readiness for and effect behaviour change	4191

HLTPOP015 Provide information on smoking and smoking cessation	4193

Assessment Requirements for HLTPOP015 Provide information on smoking and smoking cessation	4196

HLTPOP016 Provide interventions to clients who are nicotine dependent	4198

Assessment Requirements for HLTPOP016 Provide interventions to clients who are nicotine dependent	4201

HLTPOP017 Identify pest control strategies	4203

Assessment Requirements for HLTPOP017 Identify pest control strategies	4206

HLTPOP018 Develop a plan of action to address land care issues in the community	4208

Assessment Requirements for HLTPOP018 Develop a plan of action to address land care issues in the community	4211

HLTPOP019 Apply a population health framework	4213

Assessment Requirements for HLTPOP019 Apply a population health framework	4216

HLTPOP020 Work with the community to identify health needs	4219

Assessment Requirements for HLTPOP020 Work with the community to identify health needs	4222

HLTPOP021 Plan a population health project	4225

Assessment Requirements for HLTPOP021 Plan a population health project	4228

HLTPOP022 Evaluate a population health project	4230

Assessment Requirements for HLTPOP022 Evaluate a population health project	4232

HLTPOP023 Build capacity to promote health	4234

Assessment Requirements for HLTPOP023 Build capacity to promote health	4236

HLTPOP024 Develop a disaster plan	4238

Assessment Requirements for HLTPOP024 Develop a disaster plan	4241

HLTREF001 Develop reflexology practice	4243

Assessment Requirements for HLTREF001 Develop reflexology practice	4246

HLTREF002 Provide reflexology for relaxation	4249

Assessment Requirements for HLTREF002 Provide reflexology for relaxation	4252

HLTREF003 Perform reflexology health assessments	4255

Assessment Requirements for HLTREF003 Perform reflexology health assessments	4258

HLTREF004 Provide therapeutic reflexology treatments	4262

Assessment Requirements for HLTREF004 Provide therapeutic reflexology treatments	4265

HLTREF005 Adapt reflexology treatments to meet specific needs	4269

Assessment Requirements for HLTREF005 Adapt reflexology treatments to meet specific needs	4272

HLTREF006 Monitor and evaluate reflexology treatments	4275

Assessment Requirements for HLTREF006 Monitor and evaluate reflexology treatments	4278

HLTRNL001 Support a person with chronic kidney disease	4281

Assessment Requirements for HLTRNL001 Support a person with chronic kidney disease	4285

HLTRNL002 Provide care and support to a person undergoing renal replacement therapy	4289

Assessment Requirements for HLTRNL002 Provide care and support to a person undergoing renal replacement therapy	4295

HLTSHU001 Work within a framework of traditional oriental medicine	4298

Assessment Requirements for HLTSHU001 Work within a framework of traditional oriental medicine	4300

HLTSHU002 Develop Shiatsu practice	4303

Assessment Requirements for HLTSHU002 Develop Shiatsu practice	4306

HLTSHU003 Maintain personal health and awareness for traditional oriental medicine practice	4309

Assessment Requirements for HLTSHU003 Maintain personal health and awareness for traditional oriental medicine practice	4312

HLTSHU004 Perform Shiatsu therapy health assessments	4314

Assessment Requirements for HLTSHU004 Perform Shiatsu therapy health assessments	4318

HLTSHU005 Perform oriental therapies health assessements	4322

Assessment Requirements for HLTSHU005 Perform oriental therapies health assessements	4326

HLTSHU006 Provide Shiatsu therapy treatments	4330

Assessment Requirements for HLTSHU006 Provide Shiatsu therapy treatments	4333

HLTSHU007 Provide oriental therapies treatments	4337

Assessment Requirements for HLTSHU007 Provide oriental therapies treatments	4340

HLTSHU008 Adapt Shiatsu and oriental therapies practice to meet specific needs	4343

Assessment Requirements for HLTSHU008 Adapt Shiatsu and oriental therapies practice to meet specific needs	4346

HLTSHU009 Monitor and evaluate traditional oriental medicine treatments	4349

Assessment Requirements for HLTSHU009 Monitor and evaluate traditional oriental medicine treatments	4352

HLTSTE001 Clean and disinfect reusable medical devices	4355

Assessment Requirements for HLTSTE001 Clean and disinfect reusable medical devices	4359

HLTSTE002 Inspect and pack reusable medical devices	4361

Assessment Requirements for HLTSTE002 Inspect and pack reusable medical devices	4364

HLTSTE003 Sterilise loads	4367

Assessment Requirements for HLTSTE003 Sterilise loads	4371

HLTSTE004 Manage sterile stock	4374

Assessment Requirements for HLTSTE004 Manage sterile stock	4377

HLTSTE005 Care for reusable medical devices	4379

Assessment Requirements for HLTSTE005 Care for reusable medical devices	4382

HLTSTE006 Chemically disinfect reusable medical devices	4385

Assessment Requirements for HLTSTE006 Chemically disinfect reusable medical devices	4388

HLTSTE007 Monitor and maintain cleaning and sterilisation equipment	4391

Assessment Requirements for HLTSTE007 Monitor and maintain cleaning and sterilisation equipment	4394

HLTSTE008 Monitor quality of cleaning, sterilisation and packaging processes	4396

Assessment Requirements for HLTSTE008 Monitor quality of cleaning, sterilisation and packaging processes	4399

HLTTCM001 Develop Traditional Chinese Medicine (TCM) remedial massage practice	4401

Assessment Requirements for HLTTCM001 Develop Traditional Chinese Medicine (TCM) remedial massage practice	4404

HLTTCM002 Perform Traditional Chinese Medicine (TCM) remedial massage health assessments	4407

Assessment Requirements for HLTTCM002 Perform Traditional Chinese Medicine (TCM) remedial massage health assessments	4411

HLTTCM003 Provide Traditional Chinese Medicine (TCM) remedial massage treatments	4416

Assessment Requirements for HLTTCM003 Provide Traditional Chinese Medicine (TCM) remedial massage treatments	4419

HLTTCM004 Adapt Traditional Chinese Medicine (TCM) remedial massage practice to meet specific needs	4424

Assessment Requirements for HLTTCM004 Adapt Traditional Chinese Medicine (TCM) remedial massage practice to meet specific needs	4427

HLTTCM005 Monitor and evaluate Traditional Chinese Medicine (TCM) remedial massage treatments	4431

Assessment Requirements for HLTTCM005 Monitor and evaluate Traditional Chinese Medicine (TCM) remedial massage treatments	4434

HLTTHE001 Handle and care for operating theatre equipment	4436

Assessment Requirements for HLTTHE001 Handle and care for operating theatre equipment	4439

HLTTHE002 Assist with preparation of clients for operative procedures	4441

Assessment Requirements for HLTTHE002 Assist with preparation of clients for operative procedures	4445

HLTTHE003 Provide intra-operative equipment and technical support	4447

Assessment Requirements for HLTTHE003 Provide intra-operative equipment and technical support	4451

HLTWHS001 Participate in workplace health and safety	4453

Assessment Requirements for HLTWHS001 Participate in workplace health and safety	4456

HLTWHS002 Follow safe work practices for direct client care	4459

Assessment Requirements for HLTWHS002 Follow safe work practices for direct client care	4463

HLTWHS003 Maintain work health and safety	4466

Assessment Requirements for HLTWHS003 Maintain work health and safety	4469

HLTWHS004 Manage work health and safety	4472

Assessment Requirements for HLTWHS004 Manage work health and safety	4475

HLTWHS005 Conduct manual tasks safely	4478

Assessment Requirements for HLTWHS005 Conduct manual tasks safely	4481

HLTWHS006 Manage personal stressors in the work environment	4484

Assessment Requirements for HLTWHS006 Manage personal stressors in the work environment	4486

LGACOM407B Manage finances within a budget	4488

LGACOM503B Prepare a budget	4493

LGAEHRW505B Implement strategies to minimise the impact of waste on the environment	4498

LMTGN2005B Perform minor maintenance	4504

LMTGN2006B Perform test or inspection to check product quality	4509

LMTGN2008B Coordinate work of team or section	4515

LMTGN2010B Perform tasks to support production	4521

LMTGN3001B Control production in a section of a textiles, clothing and footwear enterprise	4526

LMTGN3005B Plan tasks to assist production operations	4532

LMTGN4005A Plan and implement production within a work area	4538

LMTLA2001A Conduct safe handling of laundry chemicals	4544

LMTLA2002A Operate washing machines	4551

LMTLA2003A Control washing extractor operation	4557

LMTLA2004A Perform linen rewash	4563

LMTLA2005A Operate hydro extractor	4569

LMTLA2006A Perform conditioning and drying processes	4574

LMTLA2007A Finish products for despatch	4580

LMTLA2008A Repair damaged laundry items	4586

LMTLA2009A Inspect, fold and pack theatre linen	4592

LMTLA2010A Prepare products for storage or despatch	4598

MSL922001A Record and present data	4604

MSL933001A Maintain the laboratory/field workplace fit for purpose	4613

MSL933002A Contribute to the achievement of quality objectives	4626

MSL933004A Perform calibration checks on equipment and assist with its maintenance	4635

MSL953001A Receive and prepare samples for testing	4644

MSL973001A Perform basic tests	4655

MSL973002A Prepare working solutions	4667

MSL973003A Prepare culture media	4677

MSL973004A Perform aseptic techniques	4688

MSL973007A Perform microscopic examination	4699

MSL974006A Perform biological procedures	4712

PSPPM402B Manage simple projects	4725

PUAECO002A Process emergency incident calls and enquiries	4734

PUAECO003A Operate and control radio networks	4743

PUAECO004A Operate computer aided dispatch system	4748

SIRCDIS301 Accept prescriptions and return dispensed medicines to customers	4753

SIRCDIS302 Deliver medicines to customers outside the pharmacy	4760

SIRWSLS303 Analyse and achieve sales targets	4767

SIRXINV005A Control inventory	4772

SIRXMER303 Coordinate merchandise presentation	4777

SIRXMER406 Monitor in-store visual merchandising display	4783

SIRXMPR001A Profile a retail market	4788

SIRXRPK001A Recommend health and nutritional products	4795

SIRXSLS201 Sell products and services	4801

SISCAQU001 Test pool water quality	4808

Assessment Requirements for SISCAQU001 Test pool water quality	4810

SISCAQU004 Develop and implement pool water maintenance procedures	4812

Assessment Requirements for SISCAQU004 Develop and implement pool water maintenance procedures	4815

SISCAQU008 Instruct water familiarisation, buoyancy and mobility skills	4818

Assessment Requirements for SISCAQU008 Instruct water familiarisation, buoyancy and mobility skills	4821

SISFFIT003 Instruct fitness programs	4826

Assessment Requirements for SISFFIT003 Instruct fitness programs	4829

SISFFIT013 Instruct exercise to young people aged 13 to 17 years	4834

Assessment Requirements for SISFFIT013 Instruct exercise to young people aged 13 to 17 years	4838

SISFFIT014 Instruct exercise to older clients	4843

Assessment Requirements for SISFFIT014 Instruct exercise to older clients	4847

SISFFIT019 Incorporate exercise science principles into fitness programming	4852

Assessment Requirements for SISFFIT019 Incorporate exercise science principles into fitness programming	4855

SISFFIT031 Implement injury prevention strategies	4859

Assessment Requirements for SISFFIT031 Implement injury prevention strategies	4862

SISFFIT526A Deliver prescribed exercise to clients with musculoskeletal conditions	4870

SISSSCO307 Provide nutrition information to athletes	4887

SISSSPT307A Conduct advanced taping	4894

SISSSTC301A Instruct strength and conditioning techniques	4901

SISSSTC402A Develop strength and conditioning programs	4909

SITHCCC103 Prepare sandwiches	4918

SITHCCC201 Produce dishes using basic methods of cookery	4923

SITHCCC202 Produce appetisers and salads	4929

SITHCCC203 Produce stocks, sauces and soups	4936

SITHCCC204 Produce vegetable, fruit, egg and farinaceous dishes	4943

SITHCCC205 Produce cook-chill and cook-freeze foods	4951

SITHCCC307 Prepare food to meet special dietary requirements	4959

SITHKOP101 Clean kitchen premises and equipment	4966

SITXFSA101 Use hygienic practices for food safety	4974

SITXFSA202 Transport and store food	4981

SITXFSA401 Develop and implement a food safety program	4986

SITXINV202 Maintain the quality of perishable items	4994

SITXINV401 Control stock	5001

TAEASS301B Contribute to assessment	5008

TAEASS401B Plan assessment activities and processes	5015

TAEASS402B Assess competence	5022

TAEASS403B Participate in assessment validation	5030

TAEDEL301A Provide work skill instruction	5035

TAEDEL401A Plan, organise and deliver group-based learning	5043

TAEDEL402A Plan, organise and facilitate learning in the workplace	5050

TAEDEL404A Mentor in the workplace	5058

TLID2010 Operate a forklift	5065

Assessment Requirements for TLID2010 Operate a forklift	5068

TLIF3091A Apply awareness of dangerous goods and hazardous materials requirements	5070

TLIP5037A Develop workplace policy and procedures	5075

HLT Health	5080

HLTSS00027 Occupational First Aid Skill Set	5084

HLTSS00028 Renal Care Skill Set for Aboriginal and/or Torres Strait Islander Primary Health Care Practice	5086

HLTSS00029 Ear and Hearing Health Skills Set for Aboriginal and/or Torres Strait Islander Primary Health Care	5088

HLTSS00030 Aboriginal and/or Torres Strait Islander Maternal and Infant Care Skill Set	5090

HLTSS00031 Aboriginal and/or Torres Strait Islander Maternal and Infant Care Skill Set - Clinical	5092

HLTSS00032 Aboriginal and/or Torres Strait Islander Healthy Children Skill Set	5094

HLTSS00033 Aboriginal and/or Torres Strait Islander Family Health Skill Set	5096

HLTSS00034 Aboriginal and/or Torres Strait Islander Youth Health Skill Set	5098

HLTSS00035 Chronic Condition Self-management for Aboriginal and/or Torres Strait Islander Clients Skill Set	5100

HLTSS00036 Aboriginal and/or Torres Strait Islander Eye Health Coordinator Skill Set	5102

HLTSS00037 Advanced Practice for Aboriginal and/or Torres Strait Islander Health Workers Skill Set	5104

HLTSS00038 Aboriginal and/or Torres Strait Islander Disability Care Skill Set	5106

HLTSS00039 Aboriginal and/or Torres Strait Islander Aged Care Skill Set	5108

HLTSS00040 Smoking Cessation Skill Set	5110

HLTSS00041 Aboriginal and/or Torres Strait Islander Sexual Health Skill Set	5112

HLTSS00042 Aboriginal and/or Torres Strait Islander Men's Health Skill Set	5114

HLTSS00043 Telehealth Administration skill set	5116

HLTSS00044 Nutrition Support Skill Set for Aboriginal an/or Torres Strait Islander Communities	5118

HLTSS00045 Aboriginal and/or Torres Strait Islander Community Nutrition and Food Security	5120

HLTSS00046 Aromatic Therapies Skill Set	5122

HLTSS00047 Audiometry Skill Set	5124

HLTSS00048 Clinical Coding Skill Set	5126

HLTSS00049 Oral Health Care Skill Set	5128

HLTSS00050 Oral Health Care Skill Set for Aboriginal and/or Torres Strait Islander Health Workers	5130

HLTSS00051 Allied Health Assistance – Community Rehabilitation Skill Set	5132

HLTSS00052 Allied Health Assistance – Nutrition and Dietetics Skill Set	5134

HLTSS00053 Allied Health Assistance – Occupational Therapy Skill Set	5136

HLTSS00054 Allied Health Assistance – Physiotherapy Skill Set	5138

HLTSS00055 Allied Health Assistance – Podiatry Skill Set	5140

HLTSS00056 Allied Health Assistance – Social Work Skill Set	5142

HLTSS00057 Allied Health Assistance – Speech Pathology Skill Set	5144

HLTSS00058 Reflexology Skill Set	5146

HLTSS00059 Venous blood collection skill set	5148

HLTSS00060 Dental radiography skill set	5150

HLTSS00061 Food safety supervision skill set - for community services and health industries	5152

HLTSS00062 Enrolled Nurse – Renal Health Care Skill Set	5154

HLTSS00063 Advanced Paramedical Science Skill Set	5156

HLT Health

Copyright Statement
© <2013> Commonwealth of Australia. With the exception of the Commonwealth Coat of Arms, the Department’s logo, any material protected by a trade mark and where otherwise noted, all material presented in this document is provided under a Creative Commons Attribution-No Derivative Works 3.0 Australia licence. You are free: to copy, distribute, display, and perform the work to make commercial use of the work Under the following conditions: Attribution - You must give the original author credit. No Derivative Works - You may not alter, transform, or build upon this work. Special Conditions (Waiver) For the sake of clarity, where the license refers to "the work", in addition to meaning the work in its entirety this term shall also mean "extracts of the work". Extracts of the work carry with it the respective licence, and is thus “partitioned”. The details of the relevant licence conditions are available on the Creative Commons website (www.creativecommons.org.au) as is the full legal code. The document must be attributed as the HLT Health Release 3.1.
Disclaimer
This work is the result of wide consultations with Australian industry participants. It is a collaborative view and does not necessarily represent the view of Department of Education and Training or any specific body. For the sake of brevity it may omit factors which could be pertinent in particular cases. While care has been taken in the preparation of this Training Package, Department of Education and Training and the original developer do not warrant that any licensing or registration requirements specified here are either complete or up-to-date for your State or Territory. Department of Education and Training and the original developer do not accept any liability for any damage or loss (including indirect and consequential loss) incurred by any person as a result of relying on the information contained in this Training Package. The Commonwealth, through the Department of Education and Training, does not accept any liability to any person for the information or advice (or the use of such information or advice) which is provided in this material or incorporated into it by reference. The information is provided on the basis that all persons accessing this material undertake responsibility for assessing the relevance and accuracy of its content. No liability is accepted for any information or services which may appear in any other format. No responsibility is taken for any information or services which may appear on any linked websites.

Published by:	SkillsIQ

Release Date:	16/06/2016

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT20113 Certificate II in Aboriginal and/or Torres Strait Islander Primary Health Care

Modification History

Release	Comments
Release 5	Units of competency updated:(see mapping at www.cshisc.com.au). Equivalent outcome.
Release 4	Units of competency updated:(see mapping at www.cshisc.com.au). Electives statement. Equivalent outcome.
Release 3	Added Taxonomy data. Equivalent outcome.
Release 2	Corrections to metadata and mapping. Minor corrections to formatting to improve readability.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the New Standards for Training Packages. Overall– decreased from 11 to 10 units Core – decreased from 8 to 7 units Electives – remains as 3 units Includes new unit: HLTAHW004, first aid and updated WHS unit

Qualification Description

This qualification reflects the role of workers who undertake a range of tasks under direct supervision to support the provision of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities. Such work will be performed as part of a health clinic, centre or service. This qualification is suited to Australian Apprenticeship pathways and is appropriate for delivery within VET in Schools programs.

No licensing, legislative or certification requirements apply to this qualification at the time of publication

Packaging Rules

Total number of units = 10, including:

7 core units

3 elective units from the list below or from any endorsed Training Packages or accredited courses relevant to the work outcome.

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

HLTAHW001	Work with Aboriginal and/or Torres Strait Islander clients and communities
HLTAHW002	Support clients to obtain access to health services
HLTAHW003	Provide basic health information to clients
HLTAHW004	Perform work role in Aboriginal and/or Torres Strait Islander primary health care context
HLTAID003	Provide first aid
HLTINF001	Comply with infection prevention and control policies and procedures
HLTWHS001	Participate in workplace health and safety

Electives

CHCAOD001	Work in an alcohol and other drugs context
CHCCCS014	Provide brief intervention
CHCCCS026	Transport individuals
CHCCCS027	Visit client residence
CHCDIV001	Work with diverse people
HLTAHW007	Undertake basic health assessments
HLTAHW009	Provide information about social and/or emotional support
HLTAHW021	Provide nutrition guidance for specific health care
HLTAHW034	Provide healthy lifestyle programs and advice
HLTAID005	Provide first aid in remote situations
HLTPOP014	Assess readiness for and effect behaviour change
HLTPOP015	Provide information on smoking and smoking cessation
HLTPOP016	Provide interventions to clients who are nicotine dependent
BSBADM101	Use business equipment and resources
BSBCMM201	Communicate in the workplace
BSBINM201	Process and maintain workplace information
BSBITU101	Operate a personal computer
BSBMED305	Apply the principles of confidentiality, privacy and security within the medical environment
BSBWOR202	Organise and complete daily work activities
SIRCDIS301	Accept prescriptions and return dispensed medicines to customers

Qualification Mapping Information

No equivalent qualification

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT21015 Certificate II in Medical Service First Response

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLT21112 Certificate II in Emergency Medical Service First Response. Change in packaging rules. Significant changes to core units.

Qualification Description

This qualification reflects the role of first medical response workers or volunteers who provide initial care to patients. These people provide basic first aid and emergency responses in the pre-hospital/out-of hospital environment.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

^ From 1 July 2022 the core unit HLTAID003 and elective units HLTAID005, HLTAID006, HLTAID007 must no longer be delivered and will be replaced in the Packaging Rules by the units HLTAID011, HLTAID013, HLTAID014, HLTAID015 - for more information see: https://asqa.gov.au/news-events/news/reminder-about-superseded-hlt-first-aid-units

Packaging Rules

Total number of units = 9

4 core units

5 elective units, consisting of:

at least 2 units from the electives listed below

up to 3 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core

CHCDIV001	Work with diverse people
HLTAID003 ^ HLTAID011	Provide first aid Provide First Aid (must be delivered from 1 July 2022)
HLTINF001	Comply with infection prevention and control policies and procedures
HLTWHS001	Participate in workplace health and safety

Electives

CHCCOM005	Communicate and work in health or community services
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCLEG001	Work legally and ethically
HLTAAP001	Recognise healthy body systems
HLTAAP002	Confirm physical health status
HLTAID005 ^ HLTAID013	Provide first aid in remote situations Provide First Aid in remote or isolated site (must be delivered from 1 July 2022)
HLTAID006 ^ HLTAID014	Provide advanced first aid Provide Advanced First Aid (must be delivered from 1 July 2022)
HLTAID007 ^ HLTAID015	Provide advanced resuscitation Provide advanced resuscitation and oxygen therapy (must be delivered from 1 July 2022)
HLTAMB014	Transport non-emergency patients under operational conditions
HLTWHS002	Follow safe work practices for direct client care
HLTWHS006	Manage personal stressors in the work environment
BSBMED301	Interpret and apply medical terminology appropriately
BSBWOR203	Work effectively with others

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT23215 Certificate II in Health Support Services

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLT21212 Certificate II in Health Support Services. Change in packaging rules. Significant changes to core.

Qualification Description

This qualification reflects the role of workers who provide support for the effective functioning of health services. At this level workers complete tasks under supervision involving known routines and procedures or complete routine but variable tasks in collaboration with others in a team environment.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 12

4 core units

8 elective units, consisting of:

at least 7 units from electives listed below

up to 1 unit from the electives listed below, any endorsed Training Package or accredited course – this unit must be relevant to the work outcome

Any combination of electives that meets the rules above can be selected for the award of the Certificate II in Health Support Services. Where appropriate, electives may be packaged to provide a qualification with a specialisation.

Packaging for each specialisation:

ALL Group A electives must be selected for award of the Certificate II in Health Support Services (Cleaning)

ALL Group B electives must be selected for award of the Certificate II in Health Support Services (Laundry)

ALL Group C electives must be selected for award of the Certificate II in Health Support Services (Food Services)

ALL Group D electives must be selected for award of the Certificate II in Health Support Services (Grounds Maintenance)

ALL Group E electives must be selected for award of the Certificate II in Health Support Services (General Maintenance)

ALL Group F electives must be selected for award of the Certificate II in Health Support Services (Client Support)

ALL Group G electives must be selected for award of the Certificate II in Health Support Services (Health Administration)

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
HLTINF001	Comply with infection prevention and control policies and procedures
HLTWHS001	Participate in workplace health and safety

Elective units

Group A electives – CLEANING specialisation

HLTHSS003	Perform general cleaning tasks in a clinical setting
CPPCLO2017A	Clean wet areas
CPPCLO2019A	Sort and remove waste and recyclable materials
CPPCLO2033A	Plan for safe and efficient cleaning activities
CPPCLO2035A	Maintain cleaning storage areas

Group B electives – LAUNDRY specialisation

HLTHSS006	Collect and manage linen stock at user-location
LMTLA2001A	Conduct safe handling of laundry chemicals
LMTLA2002A	Operate washing machines
LMTLA2006A	Perform conditioning and drying processes
LMTLA2009A	Inspect, fold and pack theatre linen

Group C electives – FOOD SERVICES specialisation

HLTFSE001	Follow basic food safety practices
HLTFSE002	Provide ward or unit based food preparation and distribution services
HLTFSE003	Perform kitchenware washing
HLTFSE009	Apply cook-freeze and reheating processes
SITXFSA202	Transport and store food

Group D electives – GROUNDS MAINTENANCE specialisation

AHCMOM204A	Undertake operational maintenance of machinery
AHCMOM304A	Operate machinery and equipment
AHCPGD203A	Prune shrubs and small trees
AHCPMG201A	Treat weeds
AHCPMG202A	Treat plant pests, diseases and disorders

Group E electives – GENERAL MAINTENANCE specialisation

HLTHSS002	Perform general maintenance and provide assistance to tradespersons
HLTHSS008	Perform routine servicing of plant, equipment and machinery
CPPCLO2019A	Sort and remove waste and recyclable materials
CPPCLO2037A	Clean external surfaces
FDFOP2016A	Work in a food handling area for non-food handlers

Group F electives – CLIENT SUPPORT specialisation

CHCCCS012	Prepare and maintain beds
CHCCCS020	Respond effectively to behaviours of concern
CHCCCS026	Transport individuals
HLTFSE002	Provide ward or unit based food preparation and distribution services
HLTHSS004	Handle and move equipment, goods and mail

Group G electives – HEALTH ADMINISTRATION specialisation

BSBADM101	Use business equipment and resources
BSBCUS201	Deliver a service to customers
BSBINM201	Process and maintain workplace information
BSBWOR202	Organise and complete daily work activities
BSBWOR204	Use business technology

Other electives

CHCCCS010	Maintain a high standard of service
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
HLTFSE004	Serve cafeteria customers
HLTHSS001	Operate an incinerator
HLTHSS005	Undertake routine stock maintenance
HLTHSS007	Handle medical gases safely
HLTWHS005	Conduct manual tasks safely
AHCCHM201A	Apply chemicals under supervision
AHCDRG201A	Maintain drainage systems
AHCNSY202A	Tend nursery plants
AHCPGD201A	Plant trees and shrubs
BSBFLM312	Contribute to team effectiveness
BSBITU201	Produce simple word processed documents
BSBITU202	Create and use spreadsheets
BSBWOR203	Work effectively with others
CPPCCL2007A	Perform basic stain removal
CPPCLO2001A	Maintain hard floor surfaces
CPPCLO2004A	Maintain carpeted floors
CPPCLO2015A	Maintain furniture, fittings and room dressing
CPPCLO3014A	Maintain ‘clean room’ environments
CPPCMN3001B	Participate in environmentally sustainable work practices
FNSACC301	Process financial transactions and extract interim reports
LMTLA2003A	Control washing extractor operation
LMTLA2004A	Perform linen rewash
LMTLA2005A	Operate hydro extractor
LMTLA2007A	Finish products for despatch
LMTLA2008A	Repair damaged laundry items
LMTLA2010A	Prepare products for storage or despatch
SITHCCC103	Prepare sandwiches (Note pre-reqs: SITXFSA101)
SITHCCC201	Produce dishes using basic methods of cookery (Note pre-reqs: SITXFSA101)
SITHCCC202	Produce appetisers and salads (Note pre-reqs: SITXFSA101)
SITHCCC203	Produce stocks, sauces and soups (Note pre-reqs: SITXFSA101)
SITHCCC205	Produce cook-chill and cook-freeze foods (Note pre-reqs: SITXFSA101)
SITHKOP101	Clean kitchen premises and equipment (Note pre-reqs: SITXFSA101)
SITXFSA101	Use hygienic practices for food safety
SITXINV202	Maintain the quality of perishable items (Note pre-reqs: SITXFSA101)
TLID2010	Operate a forklift

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT26015 Certificate II in Population Health

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLT20912 Certificate II in Population Health. Change to packaging rules.

Qualification Description

This qualification may be used as a pathway for workforce entry into population health work. At this level, work takes place under direct and regular supervision within clearly defined guidelines.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 9

3 core units

6 elective units, consisting of:

at least 3 units from the electives listed below

up to 3 units from the electives listed below, any endorsed Training Packages or accredited courses – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCDIV001	Work with diverse people
HLTPOP005	Work in a population health context
HLTWHS001	Participate in workplace health and safety

Elective units

CHCCDE001	Support participative planning processes
CHCCDE004	Implement participation and engagement strategies
CHCCOM005	Communicate and work in health or community services
CHCDIV002	Promote Aboriginal and Torres Strait Islander cultural safety
CHCEDU008	Share health information
CHCGRP001	Support group activities
HLTHPS010	Interpret and use information about nutrition and diet
HLTPOP001	Provide basic repairs and maintenance to health hardware and fixtures
HLTPOP002	Monitor and maintain sewerage systems
HLTPOP003	Monitor and maintain water supply
HLTPOP004	Monitor and maintain rubbish collection and disposal systems
HLTPOP008	Develop and implement disease prevention and control measures
HLTPOP009	Provide information and support on environmental health issues

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT26115 Certificate II in Indigenous Environmental Health

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLT21012 Certificate II in Indigenous Environmental Health. Change to packaging rules. Significant changes to core units.

Qualification Description

This qualification may be used as a pathway for workforce entry into indigenous environmental health work. At this level, work takes place under direct and regular supervision within clearly defined guidelines.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 9

5 core units

4 elective units, consisting of:

at least 2 units from the electives listed below

up to 2 units from the electives listed below, any endorsed Training Packages or accredited courses – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCDIV002	Promote Aboriginal and Torres Strait Islander cultural safety
HLTPOP005	Work in a population health context
HLTPOP008	Develop and implement disease prevention and control measures
HLTPOP009	Provide information and support on environmental health issues
HLTWHS001	Participate in workplace health and safety

Elective units

CHCCDE001	Support participative planning processes
CHCCDE004	Implement participation and engagement strategies
CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
CHCEDU008	Share health information
CHCGRP001	Support group activities
HLTHPS010	Interpret and use information about nutrition and diet
HLTPOP001	Provide basic repairs and maintenance to health hardware and fixtures
HLTPOP002	Monitor and maintain sewerage systems
HLTPOP003	Monitor and maintain water supply
HLTPOP004	Monitor and maintain rubbish collection and disposal systems

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT30113 Certificate III in Aboriginal and/or Torres Strait Islander Primary Health Care

Modification History

Release	Comments
Release 5	Units of competency updated:(see mapping at www.cshisc.com.au). Equivalent outcome.
Release 4	Units of competency updated:(see mapping at www.cshisc.com.au). Electives statement. Equivalent outcome.
Release 3	Updated mapping information. Added Taxonomy data. Equivalent outcome.
Release 2	Updated mapping information. Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the New Standards for Training Packages. Overall – increase from 14 to 17 units Core – decrease from 13 to 12 units Electives – increase from 1 to 5 units Includes new unit HLTAHW015, first aid and updated WHS unit

Qualification Description

This qualification reflects the role of Aboriginal and/or Torres Strait Islander people working at the entry level of primary health care for Aboriginal and/or Torres Strait Islander clients. Certificate III may be regarded by many jurisdictions as the minimum level for Aboriginal and/or Torres Strait Islander health work. In some jurisdictions, however, individuals may start at Certificate II level and, when ready, progress to Certificate III. The qualification structure for Certificate III supports both these options. This qualification is suited to Australian Apprenticeship pathways.

No licensing, legislative or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 17, including:

12 core units

5 elective units, of which:

at least 3 units must come from the elective unit list below

up to 2 units may be may be selected from any endorsed Training Packages or accredited courses relevant to the work outcome.

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core

CHCLEG001	Work legally and ethically
HLTAHW005	Work in Aboriginal and/or Torres Strait Islander primary health care context
HLTAHW006	Facilitate and advocate for the rights and needs of clients and community members
HLTAHW007	Undertake basic health assessments
HLTAHW008	Assist in planning and implementation of basic health care
HLTAHW009	Provide information about social and/or emotional support
HLTAHW010	Identify community health issues, needs and strategies
HLTAHW011	Assist with basic health screening, promotion and education services
HLTAHW015	Work under instructions to support the safe use of medication
HLTAID003	Provide first aid
HLTINF001	Comply with infection prevention and control policies and procedures
HLTWHS001	Participate in workplace health and safety

Electives

CHCAGE005	Provide support to people living with dementia
CHCAOD001	Work in an alcohol and other drugs context
CHCAOD002	Work with clients who are intoxicated
CHCAOD003	Provide needle and syringe services
CHCCCS006	Facilitate individual service planning and delivery
CHCCCS009	Facilitate responsible behaviour
CHCCCS014	Provide brief intervention
CHCCCS017	Provide loss and grief support
CHCCCS019	Recognise and respond to crisis situations
CHCCCS020	Respond effectively to behaviours of concern
CHCCCS026	Transport individuals
CHCCCS027	Visit client residence
CHCCCS028	Provide client-centered support to people in crisis
CHCCDE004	Implement participation and engagement strategies
CHCDFV001	Recognise and respond appropriately to domestic and family violence
CHCDFV003	Promote community awareness of domestic and family violence
CHCDFV004	Provide domestic and family violence support in Aboriginal and Torres Strait Islander communities
CHCDIS010	Provide person-centred services to people with disability with complex needs
CHCDIV001	Work with diverse people
CHCEDU002	Plan health promotion and community intervention
CHCEDU008	Share health information
CHCLLN001	Respond to client language, literacy and numeracy needs
CHCMHS001	Work with people with mental health issues
CHCPOL001	Contribute to the review and development of policies
CHCPRT001	Identify and respond to children and young people at risk
CHCPRT002	Support the rights and safety of children and young people
HLTAHW012	Assist with substance misuse care
HLTAHW013	Respond to emergencies
HLTAHW014	Work with Elders in Aboriginal and/or Torres Strait Islander communities
HLTAHW021	Provide nutrition guidance for specific health care
HLTAHW023	Plan, develop and evaluate health promotion and community development programs
HLTAHW024	Work in alcohol, other drug and mental health with Aboriginal and/or Torres Strait Islander communities
HLTAHW025	Provide information and strategies in health care
HLTAHW026	Provide information and strategies in sexual health for men
HLTAHW027	Provide information and strategies in sexual health for women
HLTAHW028	Provide information and strategies in chronic condition care
HLTAHW029	Provide information and strategies in maternal and infant health
HLTAHW031	Promote and enhance the capacities of Aboriginal and/or Torres Strait Islander families and communities
HLTAHW033	Maintain community health profile
HLTAHW034	Provide healthy lifestyle programs and advice
HLTAHW034	Provide healthy lifestyle programs and advice
HLTAHW035	Provide information and support around cancer
HLTAHW036	Provide information and support to women with breast cancer
HLTAHW051	Respond to loss, grief and trauma
HLTOHC001	Recognise and respond to oral health issues
HLTOHC002	Inform and support patients and groups about oral health
HLTOHC003	Apply and manage use of basic oral health products
HLTOHC004	Provide or assist with oral hygiene
HLTOHC005	Use basic oral health screening tools
HLTPHA001	Maintain pharmaceutical imprest stock
HLTPHA003	Assist with dispensing of prescriptions and medication orders
HLTPHA004	Order, maintain and distribute pharmaceutical stock
HLTPOP005	Work in a population health context
HLTPOP006	Contribute to working with the community to identify health needs
HLTPOP007	Contribute to population health project planning
HLTPOP009	Provide information and support on environmental health issues
HLTPOP010	Monitor and maintain dog health in the community
HLTPOP014	Assess readiness for and effect behaviour change
HLTPOP015	Provide information on smoking and smoking cessation
HLTPOP016	Provide interventions to clients who are nicotine dependent
HLTPOP018	Develop a plan of action to address land care issues in the community
BSBADM101	Use business equipment and resources
BSBADM409	Co-ordinate business resources
BSBCMM201	Communicate in the workplace
BSBCOM406	Conduct work within a compliance framework
BSBINM201	Process and maintain workplace information
BSBITU101	Operate a personal computer
BSBLDR403	Lead team effectiveness
BSBSUS201	Participate in environmentally sustainable work practices
BSBWOR202	Organise and complete daily work activities
BSBWOR204	Use business technology
BSBWOR404	Develop work priorities
PSPPM402B	Manage simple projects
SIRCDIS301	Accept prescriptions and return dispensed medicines to customers
SIRCDIS302	Deliver medicines to customers outside the pharmacy
TAEDEL301A	Provide work skill instruction

Qualification Mapping Information

No equivalent qualification

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT31015 Certificate III in Ambulance Communications (Call-taking)

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLT31912 Certificate III in Ambulance Communications (Call-taking). Change in packaging rules. Significant change to core units.

Qualification Description

This qualification reflects the role of ambulance communications call-takers who receive calls for service in emergency communication or coordination environments in a range of ambulance service organisations and under direct or indirect supervision.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

^ From 1 July 2022 the elective units HLTAID003, HLTAID006 must no longer be delivered and will be replaced in the Packaging Rules by the units HLTAID011, HLTAID014 - for more information see: https://asqa.gov.au/news-events/news/reminder-about-superseded-hlt-first-aid-units

Packaging Rules

Total number of units = 11

6 core units

5 elective units, consisting of:

at least 3 units from the electives listed below

up to 2 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
HLTAMB005	Receive and respond to requests for ambulance service
HLTWHS001	Participate in workplace health and safety
BSBMED301	Interpret and apply medical terminology appropriately
BSBWOR203	Work effectively with others

Elective units

CHCCOM001	Provide first point of contact
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCLEG001	Work legally and ethically
CHCMHS001	Work with people with mental health issues
HLTAAP001	Recognise healthy body systems
HLTAID003 ^ HLTAID011	Provide first aid Provide First Aid (must be delivered from 1 July 2022)
HLTAID006 ^ HLTAID014	Provide advanced first aid Provide Advanced First Aid (must be delivered from 1 July 2022)
HLTINF001	Comply with infection prevention and control policies and procedures
HLTWHS006	Manage personal stressors in the work environment
PUAECO002A	Process emergency incident calls and enquiries
PUAECO004A	Operate computer aided dispatch system
TAEDEL404A	Mentor in the workplace

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT31115 Certificate III in Non-Emergency Patient Transport

Modification History

lease	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes 30212 Certificate III in Non-Emergency Client Transport. Change in packaging rules.

Qualification Description

This qualification reflects the role of workers such as non-emergency patient transport officers who provide non-emergency transport and care for patients who have non-acute or chronic illness or disability and require transport. Workers in this role provide appropriate patient assessment, follow procedures for safe removal of a patient for transport for pre-arranged or booked transport service and the time of response is not given high priority in comparison to emergency transport.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

^ From 1 July 2022 the core unit HLTAID003 and elective units HLTAID005, HLTAID006, HLTAID007 must no longer be delivered and will be replaced in the Packaging Rules by the units HLTAID011, HLTAID013, HLTAID014, HLTAID015 - for more information see: https://asqa.gov.au/news-events/news/reminder-about-superseded-hlt-first-aid-units

Packaging Rules

Total number of units = 13

8 core units

5 elective units, consisting of:

at least 3 units from the electives listed below

up to 2 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
HLTAAP001	Recognise healthy body systems
HLTAID003 ^ HLTAID011	Provide first aid Provide First Aid (must be delivered from 1 July 2022)
HLTAMB001	Follow procedures for routine safe removal of patient
HLTAMB014	Transport non-emergency patients under operational conditions
HLTINF001	Comply with infection prevention and control policies and procedures
HLTWHS002	Follow safe work practices for direct client care

Elective units

CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCLEG001	Work legally and ethically
HLTAAP002	Confirm physical health status
HLTAID005 ^ HLTAID013	Provide first aid in remote situations Provide First Aid in remote or isolated site (must be delivered from 1 July 2022)
HLTAID006 ^ HLTAID014	Provide advanced first aid Provide Advanced First Aid (must be delivered from 1 July 2022)
HLTAID007 ^ HLTAID015	Provide advanced resuscitation Provide advanced resuscitation and oxygen therapy (must be delivered from 1 July 2022)
HLTAMB007	Assess and deliver basic clinical care
HLTAMB011	Manage a routine non-emergency scene
HLTWHS006	Manage personal stressors in the work environment
BSBMED301	Interpret and apply medical terminology appropriately

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT31215 Certificate III in Basic Health Care

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLT33112 Certificate III in Basic Health Care. Change in packaging rules.

Qualification Description

This qualification reflects the role of first aid or medical response workers who provide basic health care services including emergency first aid and sometimes transport services in the pre-hospital/out-of hospital environment. The qualification applies to people who provide a first response in workplaces such as industrial sites, first aid organisations and the Australian Defence Force (ADF).

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 13

6 core units

7 elective units, consisting of:

at least 3 units from the electives listed below

up to 4 units from the electives listed below, any endorsed Training Package or accredited course - these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
HLTAAP001	Recognise healthy body systems
HLTAID006	Provide advanced first aid
HLTINF001	Comply with infection prevention and control policies and procedures
HLTWHS002	Follow safe work practices for direct client care

Elective units

CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCLEG001	Work legally and ethically
HLTAAP002	Confirm physical health status
HLTAID005	Provide first aid in remote situations
HLTAID007	Provide advanced resuscitation
HLTAMB001	Follow procedures for routine safe removal of patient
HLTAMB007	Assess and deliver basic clinical care
HLTAMB011	Manage a routine non-emergency scene
HLTAMB014	Transport non-emergency patients under operational conditions
HLTHPS001	Take clinical measurements
HLTHPS002	Support health professional in the delivery of care
HLTHPS006	Assist clients with medication
HLTWHS006	Manage personal stressors in the work environment
BSBMED301	Interpret and apply medical terminology appropriately
BSBWOR203	Work effectively with others

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT33015 Certificate III in Allied Health Assistance

Modification History

Release	Comments
Release 2	Units of competency updated (see mapping at www.cshisc.com.au). Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change in packaging rules. Significant changes to core. Minimum work requirement of 80 hours.

Qualification Description

This qualification reflects the role of allied health assistants who provide assistance to allied health professionals under predetermined guidelines. Depending on the setting, work may include following treatment plans for therapeutic interventions and/or conducting programs under the regular direct, indirect or remote supervision of an allied health professional.

To achieve this qualification, the candidate must have completed at least 80 hours of work as detailed in the Assessment Requirements of the units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 11

8 core units

3 elective units, consisting of:

at least 2 units from the electives listed below

up to 1 unit from any endorsed Training Package or accredited course – the unit must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCCS010	Maintain a high standard of service
CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
HLTAAP001	Recognise healthy body systems
HLTAHA001	Assist with an allied health program
HLTINF001	Comply with infection prevention and control policies and procedures
HLTWHS001	Participate in workplace health and safety
BSBMED301	Interpret and apply medical terminology appropriately

Elective units

CHCCCS002	Assist with movement
CHCAGE001	Facilitate the empowerment of older people
CHCAOD001	Work in an alcohol and other drugs context
CHCCCS006	Facilitate individual service planning and delivery
CHCCCS009	Facilitate responsible behaviour
CHCCCS020	Respond effectively to behaviours of concern
CHCDIS007	Facilitate the empowerment of people with disability
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCMHS001	Work with people with mental health issues
CHCSET001	Work with forced migrants
CHCSOH001	Work with people experiencing or at risk of homelessness
HLTAHA025	Contribute to client flow and client information management in medical imaging
HLTAHA026	Support the medical imaging professional
HLTAID001	Provide cardiopulmonary resuscitation
HLTAID002	Provide basic emergency life support
HLTAID003	Provide first aid
HLTFSE001	Follow basic food safety practices
HLTINF002	Process reusable medical devices and equipment
HLTOHC005	Use basic oral health screening tools
BSBFLM312	Contribute to team effectiveness
BSBINN301	Promote innovation in a team environment
BSBMED302	Prepare and process medical accounts
BSBMED303	Maintain patient records
BSBWOR204	Use business technology

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT33115 Certificate III in Health Services Assistance

Modification History

Release	Comments
Release 2	This version was released in HLT Health Training Package release 3.0. Units of competency updated: (see mapping at www.cshisc.com.au). Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change in packaging rules. Significant changes to core. Minimum work requirement of 80 hours for Certificate III in Health Services Assistance (Assisting in nursing work in acute care).

Qualification Description

This qualification reflects the role of a variety of workers who use a range of factual, technical and procedural knowledge to provide assistance to health professional staff for the care of clients. Health services assistance involves the worker in direct client contact under supervision.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 15

7 core units

8 elective units, consisting of:

at least 6 units from the electives listed below,

up to 2 units from any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Any combination of electives that meets the rules above can be selected for the award of the Certificate III in Health Services Assistance. Where appropriate, electives may be packaged to provide a qualification with a specialisation.

Packaging for each specialisation:

All Group A electives must be selected for award of the Certificate III in Health Services Assistance (Operating theatre technician)

All Group B electives must be selected for award of the Certificate III in Health Services Assistance (Assisting in nursing work in acute care). To achieve this qualification with this specialisation, the candidate must have completed at least 80 hours of work as detailed in the Assessment Requirements of the unit of competency.

Core units

CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
HLTAAP001	Recognise healthy body systems
HLTINF001	Comply with infection prevention and control policies and procedures
HLTWHS001	Participate in workplace health and safety
BSBMED301	Interpret and apply medical terminology appropriately
BSBWOR301	Organise personal work priorities and development

Elective units

Group A electives – OPERATING THEATRE TECHNICIAN specialisation

HLTTHE001	Handle and care for operating theatre equipment
HLTTHE002	Assist with preparation of clients for operative procedures
HLTTHE003	Provide intra-operative equipment and technical support

Group B electives – ASSISTING IN NURSING WORK IN ACUTE CARE specialisation

CHCCCS002	Assist with movement
CHCCCS020	Respond effectively to behaviours of concern
CHCCCS026	Transport individuals
HLTAIN001	Assist with nursing care in an acute care environment
HLTAIN002	Provide non-client contact support in an acute care environment

Other electives

CHCAGE001	Facilitate the empowerment of older people
CHCAGE005	Provide support to people living with dementia
CHCAOD001	Work in an alcohol and other drugs context
CHCAOD002	Work with clients who are intoxicated
CHCCCS009	Facilitate responsible behaviour
CHCCCS010	Maintain a high standard of service
CHCCCS012	Prepare and maintain beds
CHCCCS015	Provide individualised support
CHCDIS007	Facilitate the empowerment of people with disability
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCMHS001	Work with people with mental health issues
CHCPRP005	Engage with health professionals and the health system
CHCSET001	Work with forced migrants
CHCSOH001	Work with people experiencing or at risk of homelessness
HLTAHA025	Contribute to client flow and client information management in medical imaging
HLTAHA026	Support the medical imaging professional
HLTAID001	Provide cardiopulmonary resuscitation
HLTAID002	Provide basic emergency life support
HLTAID003	Provide first aid
HLTAMB014	Transport non-emergency patients under operational conditions
HLTFSE001	Follow basic food safety practices
HLTFSE002	Provide ward or unit based food preparation and distribution services
HLTFSE003	Perform kitchenware washing
HLTFSE004	Serve cafeteria customers
HLTFSE005	Apply and monitor food safety requirements
HLTFSE006	Prepare foods suitable for a range of client groups
HLTFSE007	Oversee the day-to-day implementation of food safety in the workplace
HLTFSE008	Conduct internal food safety audits
HLTFSE009	Apply cook-freeze and reheating processes
HLTHSS003	Perform general cleaning tasks in a clinical setting
HLTHSS004	Handle and move equipment, goods and mail
HLTHSS007	Handle medical gases safely
HLTOHC004	Provide or assist with oral hygiene
HLTSTE001	Clean and disinfect reusable medical devices
SITXFSA202	Transport and store food
SITXFSA401	Develop and implement a food safety program
BSBFLM312	Contribute to team effectiveness
BSBINN301	Promote innovation in a team environment
CPPCLO4022A	Organise and monitor cleaning operations

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT33215 Certificate III in Health Support Services

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLT32812 Certificate III in Health Support Services. Change in packaging rules. Significant changes to core.

Qualification Description

This qualification covers workers who provide support for the effective functioning of health services. These functions are carried out under supervision and require the use of some discretion and judgement. These workers may also provide a team leadership, workplace training or leading hand function. These workers do not deliver direct care to clients.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 15

6 core units

9 elective units, consisting of:

at least 6 units from the electives listed below

up to 3 units from the electives listed below, any endorsed Training Packages or accredited courses – these units must be relevant to the work outcome

Any combination of electives that meets the rules above can be selected for the award of the Certificate III in Health Support Services. Where appropriate, electives may be packaged to provide a qualification with a specialisation.

Packaging for each specialisation:

at least 6 Group A electives must be selected for award of the Certificate III in Health Support Services (Cleaning)

at least 6 Group B electives must be selected for award of the Certificate III in Health Support Services (Laundry)

HLTFSE001 and at least 5 other Group C electives must be selected for award of the Certificate III in Health Support Services (Food Services)

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
HLTINF001	Comply with infection prevention and control policies and procedures
HLTWHS001	Participate in workplace health and safety
HLTWHS005	Conduct manual tasks safely
BSBWOR301	Organise personal work priorities and development

Elective units

Group A electives – CLEANING specialisation

CPPCCL2001A	Use hot water extraction
CPPCCL2003A	Use dry foam shampoo
CPPCCL2004A	Use dry absorbent compound
CPPCCL2005A	Use wet foam shampoo
CPPCLO2009A	Clean glass surfaces
CPPCLO2010A	Clean ceiling surfaces and fittings
CPPCLO3002A	Restore hard floor surfaces
CPPCLO3003A	Replace a hard floor finish
CPPCLO3013A	Clean window coverings
CPPCLO3016A	Wash furniture and fittings
CPPCLO3020A	Clean using pressure washing
CPPCLO4022A	Organise and monitor cleaning operations

Group B electives – LAUNDRY specialisation

LMTGN2005B	Perform minor maintenance
LMTGN2006B	Perform test or inspection to check product quality
LMTGN2008B	Coordinate work of team or section
LMTGN2010B	Perform tasks to support production
LMTGN3001B	Control production in a section of a textiles, clothing and footwear enterprise
LMTGN3005B	Plan tasks to assist production operations
LMTGN4005A	Plan and implement production within a work area

Group C electives – FOOD SERVICES specialisation

HLTAHA018	Assist with planning and evaluating meals and menus to meet recommended dietary guidelines
HLTAHA019	Assist with the monitoring and modification of meals and menus according to individualised plans
HLTAHA020	Support food services in menu and meal order processing
HLTFSE001	Follow basic food safety practices
HLTFSE005	Apply and monitor food safety requirements
HLTFSE006	Prepare foods suitable for a range of client groups
HLTFSE007	Oversee the day-to-day implementation of food safety in the workplace
SITHCCC103	Prepare sandwiches (Note pre-req: SITXFSA101)
SITHCCC204	Produce vegetable, fruit, egg and farinaceous dishes (Note pre-req: SITXFSA101)
SITHCCC307	Prepare foods to meet special dietary requirements (Note pre-req: SITXFSA101)
SITXINV401	Control stock

Other electives

CHCCCS009	Facilitate responsible behaviour
CHCCCS020	Respond effectively to behaviours of concern
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
HLTFSE008	Conduct internal food safety audits
AHCCHM303A	Prepare and apply chemicals
AHCCHM304A	Transport, handle and store chemicals
AHCNSY306A	Implement a propagation plan
AHCPMG301A	Control weeds
AHCPMG302A	Control plant pests, diseases and disorders
AHCTRF302A	Establish turf
AHCTRF303A	Implement a grassed area maintenance program
BSBFLM312	Contribute to team effectiveness
BSBINN301	Promote innovation in a team environment
CPPCMN4002B	Implement and monitor environmentally sustainable work practices
SISCAQU001	Test pool water quality
SISCAQU004	Develop and implement pool water maintenance procedures
SITXFSA101	Use hygienic practices for food safety
SITXFSA401	Develop and implement a food safety program

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT35015 Certificate III in Dental Assisting

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLT31812 Certificate III in Dental Assisting. Change in packaging rules. Minimum work requirement of 250 hours.

Qualification Description

This qualification reflects the role of workers who assist a dentist, dental hygienist, dental prosthetist, dental therapist or oral health therapist during oral health care procedures. Their role includes maintaining high standards of infection control, assisting with practice administration and supporting quality and professionalism in the dental sector.

To achieve this qualification, the candidate must have completed at least 250 hours of work as detailed in the Assessment Requirements of the units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

^ From 1 July 2022 the core unit HLTAID003 must no longer be delivered and will be replaced in the Packaging Rules by the unit HLTAID011 - for more information see: https://asqa.gov.au/news-events/news/reminder-about-superseded-hlt-first-aid-units

Packaging Rules

Total number of units = 11

9 core units

2 elective units, consisting of:

up to 2 units from the list of electives below, or

up to 2 units from any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
HLTAID003 ^ HLTAID011	Provide first aid Provide First Aid (must be delivered from 1 July 2022)
HLTDEN001	Prepare for and assist with oral health care procedures
HLTDEN002	Assist with dental radiography
HLTDEN003	Assist with administration in dental practice
HLTINF001	Comply with infection prevention and control policies and procedures
HLTINF002	Process reusable medical devices and equipment
HLTWHS001	Participate in workplace health and safety

Elective units

HLTDEN004	Implement an individualised oral hygiene program
HLTDEN010	Implement an oral hygiene program for older people
HLTOHC001	Recognise and respond to oral health issues
HLTOHC002	Inform and support patients and groups about oral health
HLTOHC003	Apply and manage use of basic oral health products
HLTOHC004	Provide or assist with oral hygiene
HLTSTE001	Clean and disinfect reusable medical devices
HLTSTE005	Care for reusable medical devices
BSBFLM303	Contribute to effective workplace relationships
BSBWOR203	Work effectively with others
BSBWOR204	Use business technology

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT35115 Certificate III in Dental Laboratory Assisting

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLT32712 Certificate III in Dental Laboratory Assisting. Change in packaging rules.

Qualification Description

This qualification reflects the role of a dental laboratory assistant responsible for pouring impressions, producing custom-made trays, manufacturing occlusal registration rims, transferring oral records, articulating models for a range of prostheses, and constructing mouthguards.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 11

10 core units

1 elective unit consisting of:

1 unit from the electives list below, or

1 unit from any endorsed Training Package or accredited course – this unit must be relevant to the work outcome.

The elective chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
HLTAID003	Provide first aid
HLTDET001	Construct models
HLTDET002	Construct custom impression trays
HLTDET003	Construct registration rims
HLTDET004	Articulate models and transfer records
HLTDET005	Construct thermoformed bases and appliances
HLTINF001	Comply with infection prevention and control policies and procedures
HLTWHS003	Maintain work health and safety

Elective units

CHCDIV002	Promote Aboriginal and/or Torres Strait islander cultural safety
HLTINF002	Process reusable medical devices and equipment
BSBADM409	Coordinate business resources
BSBINM301	Organise workplace information
BSBWOR204	Use business technology
BSBWOR301	Organise personal work priorities and development
BSBADM311	Maintain business resources
FSKDIG03	Use digital technology for routine workplace tasks

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT36015 Certificate III in Population Health

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLT32212 Certificate III in Population Health. Change to packaging rules. Significant changes to core units.

Qualification Description

This qualification reflects the role of entry-level population health worker. At this level, work takes place under the direction of others and supervision may be direct or indirect. These workers contribute to the work of others through teamwork and coordination.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 13

6 core units

7 elective units, consisting of:

at least 4 units from the electives listed below

up to 3 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCDIV001	Work with diverse people
HLTPOP005	Work in a population health context
HLTPOP006	Contribute to working with the community to identify health needs
HLTPOP007	Contribute to population health project planning
HLTWHS001	Participate in workplace health and safety
BSBWOR301	Organise personal work priorities and development

Elective units

CHCAGE001	Facilitate the empowerment of older people
CHCAOD001	Work in an alcohol and other drugs context
CHCCCS001	Address the needs of people with chronic disease
CHCCCS014	Provide brief interventions
CHCCCS023	Support independence and wellbeing
CHCCCS028	Provide client-centred support to people in crisis
CHCCDE001	Support participative planning processes
CHCCDE004	Implement participation and engagement strategies
CHCCOM002	Use communication to build relationships
CHCCOM005	Communicate and work in health or community services
CHCDIS007	Facilitate the empowerment of people with disability
CHCDIV002	Promote Aboriginal and Torres Strait Islander cultural safety
CHCEDU008	Share health information
CHCGRP001	Support group activities
CHCGRP002	Plan and conduct group activities
CHCLLN001	Respond to client language, literacy and numeracy needs
CHCMHS001	Work with people with mental health issues
CHCSOH001	Work with people experiencing or at risk of homelessness
CHCVOL002	Lead volunteer teams
HLTHPS010	Interpret and use information about nutrition and diet
HLTOHC005	Use basic oral health screening tools
HLTPOP008	Develop and implement disease prevention and control measures
HLTPOP009	Provide information and support on environmental health issues
HLTPOP010	Monitor and maintain dog health in the community
HLTPOP011	Facilitate provision of correct functioning health hardware items in home and community
HLTPOP012	Contribute to testing of results of community water supply
HLTPOP013	Contribute to the implementation of a disaster plan
HLTPOP014	Assess readiness for and effect behaviour change
HLTPOP015	Provide information on smoking and smoking cessation
HLTPOP016	Provide interventions to clients who are nicotine dependent
HLTPOP018	Develop a plan of action to address land care issues in the community
CUFWRT301A	Write content for a range of media
CUFWRT403A	Write narration and current affairs material
PSPPM402B	Manage simple projects

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT36115 Certificate III in Indigenous Environmental Health

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLT32312 Certificate III in Indigenous Environmental Health. Change to packaging rules. Significant changes to core units.

Qualification Description

This qualification reflects the role of entry-level indigenous environmental health worker. At this level, work takes place under the direction of others and supervision may be direct or indirect. These workers contribute to the work of others through teamwork and coordination.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 13

7 core units

6 elective units, consisting of:

at least 4 units from the electives listed below

up to 2 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCDIV002	Promote Aboriginal and Torres Strait Islander cultural safety
HLTPOP005	Work in a population health context
HLTPOP006	Contribute to working with the community to identify health needs
HLTPOP008	Develop and implement disease prevention and control measures
HLTPOP009	Provide information and support on environmental health issues
HLTWHS001	Participate in workplace health and safety
BSBWOR301	Organise personal work priorities and development

Electives units

CHCAGE001	Facilitate the empowerment of older people
CHCAOD001	Work in an alcohol and other drugs context
CHCCCS001	Address the needs of people with chronic disease
CHCCCS014	Provide brief interventions
CHCCCS023	Support independence and wellbeing
CHCCCS028	Provide client-centered support to people in crisis
CHCCDE001	Support participative planning processes
CHCCDE004	Implement participation and engagement strategies
CHCCOM002	Use communication to build relationships
CHCCOM005	Communicate and work in health or community services
CHCDIS007	Facilitate the empowerment of people with disability
CHCDIV001	Work with diverse people
CHCEDU008	Share health information
CHCGRP001	Support group activities
CHCGRP002	Plan and conduct group activities
CHCLLN001	Respond to client language, literacy and numeracy needs
CHCMHS001	Work with people with mental health issues
CHCSOH001	Work with people experiencing or at risk of homelessness
CHCVOL002	Lead volunteer teams
HLTHPS010	Interpret and use information about nutrition and diet
HLTOHC005	Use basic oral health screening tools
HLTPOP007	Contribute to population health project planning
HLTPOP010	Monitor and maintain dog health in the community
HLTPOP011	Facilitate provision of functional, durable health hardware items in home and community
HLTPOP012	Contribute to testing of results of community water supply
HLTPOP013	Contribute to the implementation of a disaster plan
HLTPOP014	Assess readiness for and effect behaviour change
HLTPOP015	Provide information on smoking and smoking cessation
HLTPOP016	Provide interventions to clients who are nicotine dependent
HLTPOP018	Develop a plan of action to address land care issues in the community
BSBRES401	Analyse and present research information
CUFWRT301A	Write content for a range of media
CUFWRT403A	Write narration and current affairs material
PSPPM402B	Manage simple projects

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT37015 Certificate III in Sterilisation Services

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change to packaging rules. Significant changes to core units.

Qualification Description

This qualification reflects the role of individuals working in instrument sterilising roles in a sterilising service or reprocessing area.

No licensing, legislative or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 14

10 core units

4 elective units, consisting of:

up to 4 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
HLTINF001	Comply with infection prevention and control policies and procedures
HLTSTE001	Clean and disinfect reusable medical devices
HLTSTE002	Inspect and pack reusable medical devices
HLTSTE003	Sterilise loads
HLTSTE004	Manage sterile stock
HLTSTE005	Care for reusable medical devices
HLTWHS001	Participate in workplace health and safety
HLTWHS005	Conduct manual tasks safely

Elective units

HLTSTE006	Chemically disinfect reusable medical devices
BSBADM311	Maintain business resources
BSBFLM312	Contribute to team effectiveness
BSBINM301	Organise workplace information
BSBWOR204	Use business technology
BSBWOR301	Organise personal work priorities and development

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT37115 Certificate III in Hospital/Health Services Pharmacy Support

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change to packaging rules .

Qualification Description

This qualification reflects the role of pharmacy technicians and assistants who provide a range of assistance to pharmacists in hospital and community health settings. This may include pharmacies that are located outside of health services but supply medicines and products to hospitals and other health services.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 14

10 core units

4 elective units, consisting of:

at least 2 units from the electives listed below

up to 2 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
HLTAAP001	Recognise healthy body systems
HLTINF001	Comply with infection prevention and control policies and procedures
HLTPHA001	Maintain pharmaceutical imprest stock
HLTPHA002	Pack pharmaceutical products
HLTPHA003	Assist with dispensing of prescriptions and medication orders
HLTPHA004	Order, maintain and distribute pharmaceutical stock
HLTWHS001	Participate in workplace health and safety
BSBMED301	Interpret and apply medical terminology appropriately

Elective units

BSBFLM312	Contribute to team effectiveness
BSBINM301	Organise workplace information
BSBINN301	Promote innovation in a team environment
BSBITU202	Create and use spreadsheets
BSBMED305	Apply the principles of confidentiality, privacy and security within the medical environment
BSBWOR301	Organise personal work priorities and development

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT37215 Certificate III in Pathology Collection

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Split of HLT32612. Change to packaging rules. Significant changes to core units minimum work requirements of 35 hours.

Qualification Description

This qualification reflects the role of pathology collectors. Workers in this role follow known routines and procedures, taking responsibility for their own work under general supervision. They combine communication, customer service and technical skills, and use discretion and judgment to adapt and transfer their skills to different situations.

To achieve this qualification, the candidate must have completed at least 35 hours of work as detailed in the Assessment Requirements of units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 14

9 core units

5 elective units, consisting of:

at least 2 units from the electives listed below

up to 3 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
HLTINF001	Comply with infection prevention and control policies and procedures
HLTPAT001	Identify and respond to clinical risks in pathology collection
HLTPAT002	Perform venous blood collections
HLTPAT004	Collect pathology specimens other than blood
HLTWHS001	Participate in workplace health and safety
BSBCUS201	Deliver a service to customers
BSBMED301	Interpret and apply medical terminology appropriately

Elective units

CHCCCS027	Visit client residence
HLTAAP001	Recognise healthy body systems
HLTAID003	Provide first aid
HLTCAR001	Perform electrocardiography (ECG)
HLTCAR002	Perform holter monitoring
HLTHPS001	Take clinical measurements
HLTHPS002	Support health professional in the delivery of care
HLTHPS004	Measure spirometry
HLTPAT003	Perform capillary blood collections
HLTPAT005	Collect specimens for drugs of abuse testing
HLTPAT006	Receive, prepare and dispatch pathology specimens

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT37315 Certificate III in Health Administration

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change to packaging rules.

Qualification Description

This qualification reflects the role of administrative workers in the health industry. These workers follow known routines and procedures, taking responsibility for their own work under general supervision. They combine communication, customer service and technical skills, and use discretion and judgment to adapt and transfer their skills to different situations.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 13

5 core units

8 elective units, consisting of:

at least 3 units from the Administration group below

up to 5 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
HLTINF001	Comply with infection prevention and control policies and procedures
HLTWHS001	Participate in workplace health and safety
BSBMED301	Interpret and apply medical terminology appropriately

Elective units

Administration

HLTADM005	Produce coded clinical data
BSBFIA301	Maintain financial records
BSBFIA303	Process accounts payable and receivable
BSBFLM305	Support operational plan
BSBFLM309	Support continuous improvement systems and processes
BSBINM301	Organise workplace information
BSBINM401	Implement workplace information system
BSBINN201	Contribute to workplace innovation
BSBITU306	Design and produce business documents
BSBMED302	Prepare and process medical accounts
BSBMED303	Maintain patient records
BSBRKG301	Control records
BSBRKG303	Retrieve information from records

Other electives

CHCCCS020	Respond effectively to behaviours of concern
CHCCOM001	Provide first point of contact
HLTAID003	Provide first aid
BSBCUS301	Deliver and monitor a service to customers

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT37415 Certificate III in Pathology Assistance

Modification History

Release	Comments
Release 2	This version was released in HLT Health Training Package release 3.0. Units of competency updated (see mapping at www.cshisc.com.au). Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Split of HLT32612. Change to packaging rules. Significant change to core units

Qualification Description

This qualification reflects the role of pathology assistants and specimen reception staff in laboratories. Workers in this role follow known routines and procedures, taking responsibility for their own work under general supervision.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 14

8 core units

6 elective units, consisting of:

at least 3 units from the Laboratory group below

up to 3 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM005	Communicate and work effectively in health or community services
CHCDIV001	Work with diverse people
HLTINF001	Comply with infection prevention and control policies and procedures
HLTPAT006	Receive, prepare and dispatch pathology specimens
HLTWHS001	Participate in workplace health and safety
BSBCUS201	Deliver a service to customers
BSBMED301	Interpret and apply medical terminology appropriately
BSBWOR204	Use business technology

Elective units

Laboratory

MSL922001A	Record and present data
MSL933001A	Maintain the laboratory/field workplace fit for purpose
MSL933002A	Contribute to the achievement of quality objectives
MSL933004A	Perform calibration checks on equipment and assist with its maintenance
MSL953001A	Receive and prepare samples for testing
MSL973001A	Perform basic tests
MSL973002A	Prepare working solutions
MSL973003A	Prepare culture media
MSL973004A	Perform aseptic techniques
MSL973007A	Perform microscopic examination
MSL974006A	Perform biological procedures

Other electives

HLTAAP001	Recognise healthy body systems
BSBITU301	Create and use databases
BSBITU304	Produce spreadsheets
TLIF3091A	Apply awareness of dangerous goods and hazardous materials requirements

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT40113 Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care

Modification History

Release	Comments
Release 5	Units of competency updated (see mapping at www.cshisc.com.au). Typographical errors corrected. Equivalent outcome.
Release 4	Units of competency updated (see mapping at www.cshisc.com.au). Electives statement. Equivalent outcome.
Release 3	Added Taxonomy data. Equivalent outcome.
Release 2	Corrections to metadata and mapping. Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the New Standards for Training Packages. Overall – increase from 14 to 21 units Core – increase from 9 to 14 units Electives – increase from 5 to 7 units Includes new unit HLTAHW037 Includes first aid and updated WHS unit Removal of entry requirements

Qualification Description

This qualification reflects the role of Aboriginal and/or Torres Strait Islander people working to provide a range of non-clinical primary health care services to Aboriginal and/or Torres Strait Islander clients and communities, including specific health care programs. These workers can be expected to flexibly assume a variety of job roles and undertake a broad range of tasks either individually or as a member of a multidisciplinary team.

No licensing, legislative or certification requirements apply to this qualification at the time of publication

Packaging Rules

Total number of units = 21, including: 14 core units 7 elective units, of which: at least 4 units must come from the elective list below up to 3 units may be selected from any endorsed Training Packages or accredited courses relevant to the work outcome. All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core

CHCLEG001	Work legally and ethically
HLTAHW005	Work in an Aboriginal and/or Torres Strait Islander primary health care context
HLTAHW006	Facilitate and advocate for the rights and needs of clients and community members
HLTAHW007	Undertake basic health assessments
HLTAHW017	Assess and support client’s social and emotional wellbeing
HLTAHW018	Plan, implement and monitor health care in a primary health care context
HLTAHW019	Deliver primary health care programs for Aboriginal and/or Torres Strait Islander communities
HLTAHW021	Provide nutrition guidance for specific health care
HLTAHW022	Address social determinants of Aboriginal and/or Torres Strait Islander health
HLTAHW023	Plan, develop and evaluate health promotion and community development programs
HLTAHW037	Support the safe use of medications
HLTAID003	Provide first aid
HLTINF001	Comply with infection prevention and control policies and procedures
HLTWHS001	Participate in workplace health and safety

Electives

CHCAGE005	Provide support to people living with dementia
CHCAOD001	Work in an alcohol and other drugs context
CHCAOD002	Work with clients who are intoxicated
CHCAOD003	Provide needle and syringe services
CHCAOD004	Assess needs of client with alcohol and other drugs issues
CHCAOD005	Provide alcohol and other drugs withdrawal services
CHCCCS001	Address the needs of people with chronic disease
CHCCCS003	Increase the safety of individuals at risk of suicide
CHCCCS004	Assess co-existing needs
CHCCCS006	Facilitate individual service planning and delivery
CHCCCS007	Develop and implement service programs
CHCCCS009	Facilitate responsible behaviour
CHCCCS014	Provide brief interventions
CHCCCS015	Provide individualised support
CHCCCS016	Respond to client needs
CHCCCS017	Provide loss and grief support
CHCCCS019	Recognise and respond to crisis situations
CHCCCS020	Respond effectively to behaviours of concern
CHCCCS023	Support independence and wellbeing
CHCCCS028	Provide client-centered support to people in crisis
CHCCDE003	Work within a community development framework
CHCCDE004	Implement participation and engagement strategies
CHCCDE007	Develop and provide community projects
CHCCDE011	Implement community development strategies
CHCCDE014	Facilitate the development of community capacity to manage place making
CHCCOM002	Use communication to build relationships
CHCDFV001	Recognise and respond appropriately to domestic and family violence
CHCDFV002	Provide support to children affected by domestic and family violence
CHCDFV003	Promote community awareness of domestic and family violence
CHCDFV004	Provide domestic and family violence support in Aboriginal and Torres Strait Islander communities
CHCDFV007	Work with users of violence to effect change
CHCDIS010	Provide person-centred services to people with disability with complex needs
CHCDIV001	Work with diverse people
CHCEDU002	Plan health promotion and community intervention
CHCEDU008	Share health information
CHCLLN001	Respond to client language, literacy and numeracy needs
CHCMHS005	Provide services to people with coexisting mental health and alcohol and other drugs issues
CHCPOL001	Contribute to the review and development of policies
CHCPOL003	Research and apply evidence to practice
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPRP003	Reflect on and improve own professional practice
CHCPRT001	Identify and respond to children and young people at risk
CHCPRT002	Support the rights and safety of children and young people
CHCPRT003	Work collaboratively to maintain an environment safe for children and young people
CHCYTH002	Work effectively with young people in the youth work context
CHCYTH003	Support young people to create opportunities in their lives
CHCYTH004	Respond to critical situations
CHCYTH011	Work effectively with young people and their families
HLTAHW010	Identify community health issues, needs and strategies
HLTAHW012	Assist with prevention and minimisation of substance misuse
HLTAHW013	Respond to emergencies
HLTAHW014	Work effectively with Elders in Aboriginal and/or Torres Strait Islander communities
HLTAHW024	Work in alcohol, other drug and mental health care with Aboriginal and/or Torres Strait Islander communities
HLTAHW025	Provide information and strategies in health care
HLTAHW026	Provide information and strategies in sexual health for men
HLTAHW027	Provide information and strategies in sexual health for women
HLTAHW028	Provide information and strategies in chronic condition care
HLTAHW029	Provide information and strategies in maternal and infant health
HLTAHW030	Provide information and strategies in eye health
HLTAHW031	Provide information/strategies to enhance capacities of Aboriginal/Torres Strait Islander families
HLTAHW032	Supervise individual workers
HLTAHW033	Maintain community health profile
HLTAHW034	Provide healthy lifestyle programs and advice
HLTAHW035	Provide information and support around cancer
HLTAHW036	Provide information and support to women with breast cancer
HLTAHW040	Promote burns prevention in homes and the community
HLTAHW041	Assess and manage emergency treatment of burns
HLTAHW042	Implement a burns rehabilitation care plan
HLTAHW043	Facilitate access to tertiary health services
HLTAHW051	Respond to loss, grief and trauma
HLTAHW053	Address impact of food security on community health
HLTAHW062	Supervise a health care team
HLTAID007	Provide advanced resuscitation
HLTAUD002	Conduct play audiometry
HLTAUD003	Assess and respond to occupational noise risk
HLTOHC001	Recognise and respond to oral health issues
HLTOHC002	Inform and support patients and groups about oral health
HLTOHC003	Apply and manage use of basic oral health products
HLTOHC004	Provide or assist with oral hygiene
HLTOHC005	Use basic oral health screening tools
HLTPOP006	Contribute to working with the community to identify health needs
HLTPOP007	Contribute to population health project planning
HLTPOP009	Provide information and support on environmental health issues
HLTPOP013	Contribute to the implementation of a disaster plan
HLTPOP014	Assess readiness for and effect behaviour change
HLTPOP015	Provide information on smoking and smoking cessation
HLTPOP016	Provide interventions to clients who are nicotine dependent
HLTPOP019	Apply a population health framework
HLTPOP020	Work with the community to identify health needs
HLTPOP021	Plan a population health project
HLTPOP023	Build capacity to promote health
BSBADM409	Coordinate business resources
BSBATSIC511	Plan and conduct a community meeting
BSBATSIW417	Select and use technology
BSBCOM406	Conduct work within a compliance framework
BSBCUE301	Use multiple information systems
BSBCUE404	Collect, analyse and record information
BSBCUE405	Survey stakeholders to gather and record information
BSBINM302	Utilise a knowledge management system
BSBITU301	Create and use databases
BSBLDR403	Lead team effectiveness
BSBPUB402	Develop public relations campaigns
BSBWOR404	Develop work priorities
PSPPM402B	Manage simple projects
TAEASS301B	Contribute to assessment
TAEASS401B	Plan assessment activities and processes
TAEASS402B	Assess competence
TAEDEL301A	Provide work skill instruction
TAEDEL401A	Plan, organise and deliver group-based learning
TAEDEL402A	Plan, organise and facilitate learning in the workplace

Qualification Mapping Information

No equivalent qualification

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT40213 Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care Practice

Modification History

Release	Comments
Release 5	Units of competency updated (see mapping at www.cshisc.com.au). Typographical errors corrected. Equivalent outcome.
Release 4	Units of competency updated (see mapping at www.cshisc.com.au). Equivalent outcome.
Release 3	Added Taxonomy data. Equivalent outcome.
Release 2	Minor changes to formatting to improve readability. Corrections to metadata.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the New Standards for Training Packages. Overall – increase from 13 to 21 units Core – increase from 10 to 14 units Electives – increase from 3 to 7 units Includes new unit HLTAHW037 Includes first aid and updated WHS unit Removal of entry requirements

Qualification Description

This qualification reflects the role of Aboriginal and/or Torres Strait Islander people working to provide a range of clinical primary health care services to Aboriginal and/or Torres Strait Islander clients and communities, including specific health care programs, advice and assistance with, and administration of, medication.

These workers can be expected to flexibly assume a variety of job roles and undertake a broad range of tasks either individually or as a member of a multidisciplinary team.

This qualification addresses the specific legislative responsibilities of Aboriginal and/or Torres Strait Islander Health Practitioners and is required for national registration with the Aboriginal and Torres Strait Islander Health Practice Board of Australia.

Packaging Rules

Total number of units = 21, including:

14 core units

7 elective units, of which:

at least 4 units must come from the elective list below

up to 3 units may be selected from any endorsed Training Packages or accredited courses relevant to the work outcome.

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core

CHCLEG001	Work legally and ethically
HLTAHW005	Work in an Aboriginal and/or Torres Strait Islander primary health care context
HLTAHW006	Facilitate and advocate for the rights and needs of clients and community members
HLTAHW016	Assess client's physical wellbeing
HLTAHW017	Assess and support client's social and emotional wellbeing
HLTAHW018	Plan, implement and monitor health care in a primary health care context
HLTAHW019	Deliver primary health care programs for Aboriginal and/or Torres Strait Islander communities
HLTAHW020	Administer medications
HLTAHW021	Provide nutrition guidance for specific health care
HLTAHW022	Address social determinants of Aboriginal and/or Torres Strait Islander health
HLTAHW037	Support the safe use of medications
HLTAID003	Provide first aid
HLTINF001	Comply with infection prevention and control policies and procedures
HLTWHS001	Participate in workplace health and safety

Electives

CHCAGE005	Provide support to people living with dementia
CHCAOD001	Work in an alcohol and other drugs context
CHCAOD002	Work with clients who are intoxicated
CHCAOD003	Provide needle and syringe services
CHCAOD004	Assess needs of client with alcohol and other drugs issues
CHCAOD005	Provide alcohol and other drugs withdrawal services
CHCCCS001	Address the needs of people with chronic disease
CHCCCS003	Increase the safety of individuals at risk of suicide
CHCCCS004	Assess co-existing needs
CHCCCS006	Facilitate individual service planning and delivery
CHCCCS007	Develop and implement service programs
CHCCCS009	Facilitate responsible behaviour
CHCCCS014	Provide brief interventions
CHCCCS015	Provide individualised support
CHCCCS016	Respond to client needs
CHCCCS017	Provide loss and grief support
CHCCCS019	Recognise and respond to crisis situations
CHCCCS020	Respond effectively to behaviours of concern
CHCCCS023	Support independence and wellbeing
CHCCCS028	Provide client-centered support to people in crisis
CHCCDE003	Work within a community development framework
CHCCDE004	Implement participation and engagement strategies
CHCCDE007	Develop and provide community projects
CHCCDE011	Implement community development strategies
CHCCDE014	Facilitate the development of community capacity to manage place making
CHCCOM002	Use communication to build relationships
CHCDFV001	Recognise and respond appropriately to domestic and family violence
CHCDFV002	Provide support to children affected by domestic and family violence
CHCDFV003	Promote community awareness of domestic and family violence
CHCDFV004	Provide domestic and family violence support in Aboriginal and Torres Strait Islander communities
CHCDFV007	Work with users of violence to effect change
CHCDIS010	Provide person-centred services to people with disability with complex needs
CHCDIV001	Work with diverse people
CHCEDU002	Plan health promotion and community intervention
CHCEDU008	Share health information
CHCLLN001	Respond to client language, literacy and numeracy needs
CHCMHS005	Provide services to people with coexisting mental health and alcohol and other drugs issues
CHCPOL001	Contribute to the review and development of policies
CHCPOL003	Research and apply evidence to practice
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPRP003	Reflect on and improve own professional practice
CHCPRT001	Identify and respond to children and young people at risk
CHCPRT002	Support the rights and safety of children and young people
CHCPRT003	Work collaboratively to maintain an environment safe for children and young people
CHCYTH002	Work effectively with young people in the youth work context
CHCYTH003	Support young people to create opportunities in their lives
CHCYTH004	Respond to critical situations
CHCYTH011	Work effectively with young people and their families
HLTAHW010	Identify community health issues, needs and strategies
HLTAHW012	Assist with prevention and minimisation of substance misuse
HLTAHW013	Respond to emergencies
HLTAHW014	Work with Elders in Aboriginal and/or Torres Strait Islander communities
HLTAHW023	Plan, develop and evaluate health promotion and community development programs
HLTAHW024	Work in alcohol, other drugs and mental health care with Aboriginal and/or Torres Strait Islander communities
HLTAHW025	Provide information and strategies in health care
HLTAHW026	Provide information and strategies in sexual health for men
HLTAHW027	Provide information and strategies in sexual health for women
HLTAHW028	Provide information and strategies in chronic condition care
HLTAHW029	Provide information and strategies in maternal and infant health
HLTAHW030	Provide information and strategies in eye health
HLTAHW031	Provide information/strategies to enhance capacities of Aboriginal/Torres Strait Islander families
HLTAHW032	Supervise individual workers
HLTAHW033	Maintain community health profile
HLTAHW034	Provide healthy lifestyle programs and advice
HLTAHW035	Provide information and support around cancer
HLTAHW036	Provide information and support to women with breast cancer
HLTAHW038	Assess and promote physical and emotional wellbeing of children
HLTAHW039	Monitor early childhood growth and development
HLTAHW040	Promote burns prevention in homes and the community
HLTAHW041	Assess and manage emergency treatment of burns
HLTAHW042	Implement a burns rehabilitation care plan
HLTAHW043	Facilitate access to tertiary health services
HLTAHW051	Respond to loss, grief and trauma
HLTAHW053	Address impact of food security on community health
HLTAHW062	Supervise a health care team
HLTAUD002	Conduct play audiometry
HLTAUD003	Assess and respond to occupational noise risk
HLTOHC001	Recognise and respond to oral health issues
HLTOHC002	Inform and support patients and groups about oral health
HLTOHC003	Apply and manage use of basic oral health products
HLTOHC004	Provide or assist with oral hygiene
HLTOHC005	Use basic oral health screening tools
HLTOHC006	Apply fluoride varnish
HLTPAT001	Identify and respond to clinical risks in pathology collection
HLTPAT002	Perform venous blood collection
HLTPAT004	Collect pathology specimens other than blood
HLTPOP006	Contribute to working with the community to identify health needs
HLTPOP007	Contribute to population health project planning
HLTPOP009	Provide information and support on environmental health issues
HLTPOP013	Contribute to the implementation of a disaster plan
HLTPOP014	Assess readiness for and effect behaviour change
HLTPOP015	Provide information on smoking and smoking cessation
HLTPOP016	Provide interventions to clients who are nicotine dependent
HLTPOP019	Apply a population health framework
HLTPOP020	Work with the community to identify health needs
HLTPOP021	Plan a population health project
HLTPOP023	Build capacity to promote health
BSBADM409	Co-ordinate business resources
BSBATSIC511	Plan and conduct a community meeting
BSBCOM406	Conduct work within a compliance framework
BSBCUE404	Collect, analyse and record information
BSBCUE405	Survey stakeholders to gather and record information
BSBITU301	Create and use databases
BSBLDR403	Lead team effectiveness
BSBPUB402	Develop public relations campaigns
BSBWOR404	Develop work priorities
PSPPM402B	Manage simple projects
TAEASS301B	Contribute to assessment
TAEASS401B	Plan assessment activities and processes
TAEASS402B	Assess competence
TAEDEL301A	Provide work skill instruction
TAEDEL401A	Plan, organise and deliver group-based learning
TAEDEL402A	Plan, organise and facilitate learning in the workplace

Qualification Mapping Information

No equivalent qualification

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT41015 Certificate IV in Ambulance Communications (Dispatch)

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLT41112. Change in packaging rules. Removal of entry requirements. Significant change in core units.

Qualification Description

This qualification reflects the role of workers who have responsibility for dispatch and call-taking in an ambulance communication or coordination environment. The qualification applies to people such as dispatch officers or emergency medical dispatch support officers working in emergency support and ambulance dispatch and communications. Such individuals are expected to work independently, take responsibility for their own outputs and act on information from a range of sources.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

^ From 1 July 2022 the elective units HLTAID003, HLTAID006 must no longer be delivered and will be replaced in the Packaging Rules by the units HLTAID011, HLTAID014 - for more information see: https://asqa.gov.au/news-events/news/reminder-about-superseded-hlt-first-aid-units

Packaging Rules

Total number of units = 14

9 core units

5 elective units, consisting of:

at least 3 unit from the electives listed below,

up to 2 elective units can be selected from any endorsed Training Package or accredited course – these units must be relevant to the work outcome.

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
HLTAMB005	Receive and respond to requests for ambulance service
HLTAMB006	Assign and coordinate ambulance service resources
HLTWHS001	Participate in workplace health and safety
BSBMED301	Interpret and apply medical terminology appropriately
BSBWOR203	Work effectively with others
PUAECO003A	Operate and control radio networks
PUAECO004A	Operate computer aided dispatch system

Elective units

CHCCOM001	Provide first point of contact
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCLEG001	Work legally and ethically
CHCMHS001	Work with people with mental health issues
HLTAAP001	Recognise healthy body systems
HLTAID003 ^ HLTAID011	Provide first aid Provide First Aid (must be delivered from 1 July 2022)
HLTAID006 ^ HLTAID014	Provide advanced first aid Provide Advanced First Aid (must be delivered from 1 July 2022)
HLTINF001	Comply with infection prevention and control policies and procedures
HLTWHS003	Maintain work health and safety
HLTWHS006	Manage personal stressors in the work environment
PUAECO002A	Process emergency incident calls and enquiries
TAEDEL404A	Mentor in the workplace

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT41115 Certificate IV in Health Care

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Change in packaging rules. Minimum work requirement of 80 hours. Supersedes HLT41012

Qualification Description

This qualification reflects the role of workers who provide initial pre-hospital and out-of-hospital basic health care response and assessment to patients requiring urgent medical services. The provision of urgent clinical care includes providing basic life support. The qualification applies to people working in a variety of roles including ambulance officers, patient transport officers, industrial medics and basic life support medics.

To achieve this qualification, the candidate must have completed at least 80 hours of work as detailed in the Assessment Requirements of units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 16

9 core units

7 elective units, consisting of:

at least 3 units from the electives listed below,

up to 4 units from any endorsed Training Packages or accredited courses – these units must be relevant to the work outcome.

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCDIV001	Work with diverse people
HLTAAP002	Confirm physical health status
HLTAMB001	Follow procedures for routine safe removal of patient
HLTAMB007	Assess and deliver basic clinical care
HLTAMB011	Manage a routine non-emergency scene
HLTAMB012	Communicate in complex situations to support health care
HLTINF001	Comply with infection prevention and control policies and procedures
HLTWHS002	Follow safe work practices for direct client care
HLTWHS006	Manage personal stressors in the work environment

Electives

CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCLEG001	Work legally and ethically
HLTAMB002	Implement safe access and egress in an emergency
HLTAMB003	Transport emergency patients
HLTAMB013	Contribute to managing the scene of an emergency
HLTAMB014	Transport non-emergency patients under operational conditions
BSBFLM303	Contribute to effective workplace relationships
BSBMED301	Interpret and apply medical terminology appropriately
TAEASS301B	Contribute to assessment
TAEASS401B	Plan assessment activities and processes
TAEASS402B	Assess competence
TAEASS403B	Participate in assessment validation
TAEDEL404A	Mentor in the workplace

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT42015 Certificate IV in Massage Therapy

Modification History

Release	Comments
Release 2	This version was released in HLT Health Training Package release 3.0. Updated title of HLTINF004. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change to packaging rules. Significant changes to core units. Minimum clinic requirement of 80 hours.

Qualification Description

This qualification reflects the role of massage therapists who provide general health maintenance treatments. It does not reflect the role of a remedial massage therapist. Practitioners may be self-employed or work within a larger health service.

To achieve this qualification, the candidate must have completed at least 80 hours of work as detailed in the Assessment Requirements of units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 13

10 core units

3 elective units, consisting of:

at least 1 unit from the Business Management group below

up to 2 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM006	Establish and manage client relationships
CHCDIV001	Work with diverse people
CHCLEG003	Manage legal and ethical compliance
HLTAAP002	Confirm physical health status
HLTAID003	Provide first aid
HLTINF004	Manage the prevention and control of infection
HLTMSG001	Develop massage practice
HLTMSG002	Assess client massage needs
HLTMSG004	Provide massage treatments
HLTWHS004	Manage work health and safety

Elective units

Business Management

BSBSMB403	Market the small business
BSBSMB404	Undertake small business planning
BSBSMB405	Monitor and manage small business operations
BSBSMB406	Manage small business finances

Other electives

CHCAGE001	Facilitate the empowerment of older people
CHCCCS001	Address the needs of people with chronic disease
CHCCCS027	Visit client residence
CHCDIS007	Facilitate the empowerment of people with disability
CHCMHS001	Work with people with mental health issues
CHCPRP003	Reflect on and improve own professional practice
HLTARO001	Develop aromatherapy practice
HLTARO002	Source and prepare aromatherapy products
HLTREF002	Provide reflexology for relaxation

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT43015 Certificate IV in Allied Health Assistance

Modification History

Release	Comments
Release 2	Units of competency updated (see mapping at www.cshisc.com.au). Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLT31512/HLT42512. Change in packaging rules. Significant changes to core. Entry requirements removed. Minimum work requirement of 120 hours.

Qualification Description

This qualification reflects the role of workers who provide therapeutic and program related support to allied health professionals. The worker is required to conduct therapeutic and program related activities under the guidance of an allied health professional. Supervision may be direct, indirect or remote and must occur within organisation requirements. The worker is required to identify client circumstances that need additional input from the allied health professional. The worker may be engaged to work in a specialty area or work generically across the organisation in delivery of allied health assistance services. The worker, in conjunction with the allied health professional, may have responsibility for supervising other allied health assistance workers.

To achieve this qualification, the candidate must have completed at least 120 hours of work as detailed in the Assessment Requirements of the units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 16

7 core units

9 elective units, consisting of:

at least 6 units from the electives listed below, at least 2 of these units must be coded HLTAHA

up to 3 units from any endorsed Training Package or accredited course – these units must be relevant to the work outcome

Any combination of electives that meets the rules above can be selected for the award of the Certificate IV in Allied Health Assistance. Where appropriate, electives may be packaged to provide a qualification with a specialisation.

Packaging for each specialisation:

All Group A electives must be selected for award of the Certificate IV in Allied Health Assistance (Physiotherapy)

All Group B electives must be selected for award of the Certificate IV in Allied Health Assistance (Podiatry)

All Group C electives must be selected for award of the Certificate IV in Allied Health Assistance (Occupational therapy)

All Group D electives must be selected for award of the Certificate IV in Allied Health Assistance (Speech pathology)

All Group E electives must be selected for award of the Certificate IV in Allied Health Assistance (Community rehabilitation)

All Group F electives must be selected for award of the Certificate IV in Allied Health Assistance (Nutrition and dietetics)

Where 2 (or more) specialisations are completed, award of the qualification would read, for example, Certificate IV in Allied Health Assistance (Physiotherapy, Occupational Therapy)

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
CHCLEG003	Manage legal and ethical compliance
HLTAAP001	Recognise healthy body systems
HLTAAP002	Confirm physical health status
HLTWHS002	Follow safe work practices for direct client care
BSBMED301	Interpret and apply medical terminology appropriately

Elective units

Group A electives – PHYSIOTHERAPY specialisation

HLTAHA003	Deliver and monitor a client-specific physiotherapy program
HLTAHA005	Support the delivery and monitoring of physiotherapy programs for mobility

Group B electives – PODIATRY specialisation

HLTAHA006	Assist with basic foot hygiene
HLTAHA007	Assist with podiatric procedures
HLTAHA008	Assist with podiatry assessment and exercise

Group C electives – OCCUPATIONAL THERAPY specialisation

HLTAHA010	Assist with the development and maintenance of client functional status
HLTAHA016	Support the fitting of assistive equipment

Group D electives – SPEECH PATHOLOGY specialisation

HLTAHA012	Support the development of speech and communication skills
HLTAHA013	Provide support in dysphagia management
HLTAHA014	Assist and support the use of augmentative and alternative communication systems

Group E electives – COMMUNITY REHABILITATION specialisation

HLTAHA004	Support client independence and community participation
HLTAHA024	Work within a community rehabilitation environment

Group F electives – NUTRITION and DIETETICS specialisation

HLTAHA018	Assist with planning and evaluating meals and menus to meet recommended dietary guidelines
HLTAHA019	Assist with the monitoring and modification of meals and menus according to individualised plans
HLTAHA020	Support food services in menu and meal order processing
HLTAHA021	Assist with screening and implementation of therapeutic diets

Other electives

CHCAGE001	Facilitate the empowerment of older people
CHCAGE005	Provide support to people living with dementia
CHCAOD001	Work in an alcohol and other drugs context
CHCCCS001	Address the needs of people with chronic disease
CHCCCS002	Assist with movement
CHCCCS004	Assess co-existing needs
CHCCCS006	Facilitate individual service planning and delivery
CHCCCS009	Facilitate responsible behaviour
CHCCCS020	Respond effectively to behaviours of concern
CHCCCS023	Support independence and wellbeing
CHCCCS027	Visit client residence
CHCCOM002	Use communication to build relationships
CHCDIS007	Facilitate the empowerment of people with disability
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCHCS001	Provide home and community support services
CHCLAH001	Work effectively in the leisure and health industries
CHCLAH002	Contribute to leisure and health programming
CHCLAH003	Participate in the planning, implementation and monitoring of individual leisure and health programs
CHCMGT001	Develop, implement and review quality framework
CHCMGT002	Manage partnership agreements with service providers
CHCMHS001	Work with people with mental health issues
CHCPOL003	Research and apply evidence to practice
CHCPRT002	Support the rights and safety of children and young people
CHCPRT003	Work collaboratively to maintain an environment safe for children and young people
CHCSET001	Work with forced migrants
CHCSOH001	Work with people experiencing or at risk of homelessness
CHCYTH001	Engage respectfully with young people
HLTAHA001	Assist with an allied health program
HLTAHA002	Assist with the application and removal of casts
HLTAHA009	Assist in the rehabilitation of clients
HLTAHA011	Conduct group sessions for individual client outcomes
HLTAHA015	Deliver and monitor a hydrotherapy program
HLTAHA017	Assist with social work
HLTAHA022	Prepare infant formulas
HLTAHA023	Support the provision of basic nutrition advice and education
HLTAHA025	Contribute to client flow and client information management in medical imaging
HLTAHA026	Support the medical imaging professional
HLTAID001	Perform cardiopulmonary resuscitation
HLTAID002	Provide basic emergency life support
HLTAID003	Provide first aid
HLTAID006	Provide advanced first aid
HLTAUD001	Assess hearing
HLTAUD002	Conduct play audiometry
HLTAUD003	Assess and respond to occupational noise risk
HLTFSE001	Follow basic food safety practices
HLTFSE005	Apply and monitor food safety requirements
HLTFSE008	Conduct internal food safety audits
HLTINF002	Process reusable medical devices and equipment
HLTOHC001	Recognise and respond to oral health issues
HLTOHC002	Inform and support patients and groups about oral health
HLTOHC003	Apply and manage use of basic oral health products
HLTOHC004	Provide or assist with oral hygiene
HLTOHC005	Use basic oral health screening tools
HLTOHC006	Apply fluoride varnish
BSBAUD402	Participate in a quality audit
BSBFIM501	Manage budgets and financial plans
BSBFLM306	Provide workplace information and resourcing plans
BSBINM301	Organise workplace information
BSBINN301	Promote innovation in a team environment
BSBLDR402	Lead effective workplace relationships
BSBMED401	Manage patient recordkeeping system
BSBMGT401	Show leadership in the workplace
BSBMGT406	Plan and monitor continuous improvement
BSBWOR204	Use business technology
BSBWOR502	Lead and manage team effectiveness
SISCAQU008	Instruct water familiarisation, buoyancy and mobility skills
SISFFIT003	Instruct fitness programs
SISFFIT019	Incorporate exercise science principles into fitness programming
SITXFSA401	Develop and implement a food safety program
TAEDEL301A	Provide work skill instruction
TAEDEL402A	Plan, organise and facilitate learning in the workplace

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT45015 Certificate IV in Dental Assisting

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Change to packaging rules. Minimum work requirements of 250 hours. Supersedes HLT43012

Qualification Description

This qualification reflects the role of workers who provide an advanced level of assistance to a dentist, dental hygienist, dental prosthetist, dental therapist or oral health therapist, which contributes to the quality of oral health care.

To achieve this qualification, the candidate must have completed at least 250 hours of work as detailed in the Assessment Requirements of the units of competency.

Jurisdictional legislative radiation licensing requirements may apply to candidates who undertake Group A electives for Radiography specialisation. If Radiography units or a Radiology specialisation is not selected, no licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

^ From 1 July 2022 the core unit HLTAID003 must no longer be delivered and will be replaced in the Packaging Rules by the unit HLTAID011 - for more information see: https://asqa.gov.au/news-events/news/reminder-about-superseded-hlt-first-aid-units

Packaging Rules

Total number of units = 14

10 core units

4 elective units, consisting of:

at least 3 units must be from those units listed under Groups A, B, C, D or E

up to1 unit from any endorsed Training Package or accredited course – these units must be relevant to the work outcome

Any combination of electives that meets the rules above can be selected for the award of the Certificate IV in Dental Assisting. Where appropriate, electives may be packaged to provide a qualification with a specialisation.

Packaging for each specialisation:

All Group A electives must be selected for award of the Certificate IV in Dental Assisting (Radiography)

All Group B electives must be selected for award of the Certificate IV in Dental Assisting (Oral Health Promotion)

All Group C electives must be selected for award of the Certificate IV in Dental Assisting (General Anaesthesia and Conscious Sedation)

All Group D electives must be selected for award of the Certificate IV in Dental Assisting (Technical Records)

All Group E electives must be selected for award of the Certificate IV in Dental Assisting (Dental Practice Administration Work)

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
HLTAID003 ^ HLTAID011	Provide first aid Provide First Aid (must be delivered from 1 July 2022)
HLTDEN001	Prepare for and assist with oral health care procedures
HLTDEN002	Assist with dental radiography
HLTDEN003	Assist with administration in dental practice
HLTINF001	Comply with infection prevention and control policies and procedures
HLTINF002	Process reusable medical devices and equipment
HLTINF003	Implement and monitor infection prevention and control policies and procedures
HLTWHS003	Maintain work health and safety

Elective units

Group A electives – RADIOGRAPHY specialisation

HLTDEN007	Apply the principles of radiation biology and protection in dental practice
HLTDEN008	Prepare to expose a prescribed dental radiographic image
HLTDEN009	Produce a prescribed dental radiographic image

Group B electives – ORAL HEALTH PROMOTION specialisation

HLTDEN004	Implement an individualised oral hygiene program
HLTDEN010	Implement an oral hygiene program for older people
HLTDEN011	Implement an oral health promotion program

Group C electives – GENERAL ANAESTHESIA AND CONSCIOUS SEDATION specialisation

HLTDEN005	Assist in oral health care procedures during general anaesthesia
HLTDEN006	Assist in oral health care procedures during conscious sedation

Group D electives – TECHNICAL RECORDS specialisation

HLTDEN012	Take an impression for study models
HLTDEN014	Take a clinical photograph
HLTDET001	Construct models
HLTDET002	Construct custom impression trays

Group E electives – DENTAL PRACTICE ADMINISTRATION WORK specialisation

HLTDEN013	Allocate treatment appointments according to priority
BSBADM409	Coordinate business resources
BSBMED401	Manage patient recordkeeping system

Other electives

CHCEDU001	Provide community focused health promotion and prevention strategies
HLTDET003	Construct registration rims
HLTDET005	Construct thermoformed bases and appliances
HLTOHC001	Recognise and respond to oral health issues
HLTOHC002	Inform and support patients and groups about oral health
HLTOHC003	Apply and manage use of basic oral health products
HLTOHC004	Provide or assist with oral hygiene
HLTTHE001	Handle and care for operating theatre equipment
HLTTHE002	Assist with preparation of clients for operative procedures
HLTTHE003	Provide intra-operative equipment and technical support
BSBMED301	Interpret and apply medical terminology appropriately
BSBRSK401	Identify risk and apply risk management processes
BSBPMG413	Apply project human resources management approaches
TAEDEL301A	Provide work skill instruction
TLIP5037A	Develop workplace policy and procedures

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT46015 Certificate IV in Population Health

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLT42312. Change to packaging rules. Significant changes to core units.

Qualification Description

This qualification reflects the role of individuals who provide basic support in population health work. At this level, workers may be autonomous with limited responsibility within established parameters and may be required to supervise and lead other workers.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 18

9 core units

9 elective units, consisting of:

at least 5 units from the electives listed below

up to 4 unit from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCADV005	Provide system advocacy services
CHCDIV001	Work with diverse people
CHCLEG001	Work legally and ethically
HLTPOP019	Apply a population health framework
HLTPOP020	Work with the community to identify health needs
HLTPOP021	Plan a population health project
HLTPOP022	Evaluate a population health project
HLTPOP023	Build capacity to promote health
HLTWHS003	Maintain work health and safety

Elective units

CHCAGE001	Facilitate the empowerment of older people
CHCAOD001	Work in an alcohol and other drugs context
CHCCCS001	Address the needs of people with chronic disease
CHCCCS014	Provide brief interventions
CHCCCS023	Support independence and wellbeing
CHCCCS028	Provide client-centred support to people in crisis
CHCCDE003	Work within a community development framework
CHCCDE004	Implement participation and engagement strategies
CHCCDE005	Develop and support relevant community resources
CHCCDE007	Develop and provide community projects
CHCCDE008	Support community action
CHCCDE009	Develop and support community leadership
CHCCDE011	Implement community development strategies
CHCCOM002	Use communication to build relationships
CHCCOM003	Develop workplace communication strategies
CHCDIS007	Facilitate the empowerment of people with disability
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander Cultural Safety
CHCEDU008	Share health information
CHCGRP002	Plan and conduct group activities
CHCLLN001	Respond to client language, literacy and numeracy
CHCMGT001	Develop, implement and review quality framework
CHCMGT002	Manage partnership agreements with service providers
CHCMGT003	Lead the work team
CHCMGT004	Secure and manage funding
CHCMGT005	Facilitate workplace debriefing and support processes
CHCMGT007	Work effectively with the Board of an organisation
CHCMHS001	Work with people with mental health issues
CHCPOL001	Contribute to the review and development of policies
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPRP003	Reflect on and improve own professional practice
CHCPRP004	Promote and represent the service
CHCSOH001	Work with people experiencing or at risk of homelessness
CUFWRT301A	Write content for a range of media
CUFWRT403A	Write narration and current affairs material
HLTHPS010	Interpret and use information about nutrition and diet
HLTOHC001	Recognise and respond to oral health issues
HLTOHC002	Inform and support patients and groups about oral health
HLTOHC005	Use basic oral health screening tools
HLTPOP014	Assess readiness for and effect behaviour change
HLTPOP015	Provide information on smoking and smoking cessation
HLTPOP016	Provide interventions to clients who are nicotine dependent
HLTPOP017	Identify pest control strategies
HLTPOP018	Develop a plan of action to address land care issues in the community
BSBITU301	Create and use databases
BSBLDR402	Lead effective workplace relationships
BSBLED806	Plan and implement a coaching strategy
BSBPUB402	Develop public relations campaigns
BSBRES401	Analyse and present research information
LGACOM407B	Manage finances within a budget
LGACOM503B	Prepare a budget
LGAEHRW505B	Implement strategies to minimise the impact of waste on the environment
PSPPM402B	Manage simple projects

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT46115 Certificate IV in Indigenous Environmental Health

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLT42412 Certificate IV in Indigenous Environmental Health. Change to packaging rules. Significant changes to core units.

Qualification Description

This qualification reflects the role of individuals who provide basic support in indigenous environmental health work. At this level, workers may be autonomous with limited responsibility within established parameters and may be required to supervise and lead other workers.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 18

12 core units

6 elective units, consisting of:

at least 3 units from the electives listed below

up to 3 unit from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCADV005	Provide system advocacy services
CHCDIV002	Promote Aboriginal and Torres Strait Islander cultural safety
CHCLEG001	Work legally and ethically
HLTPOP013	Contribute to the implementation of a disaster plan
HLTPOP017	Identify pest control strategies
HLTPOP018	Develop a plan of action to address land care issues in the community
HLTPOP019	Apply a population health framework
HLTPOP020	Work with the community to identify health needs
HLTPOP021	Plan a population health project
HLTPOP022	Evaluate a population health project
HLTPOP023	Build capacity to promote health
HLTWHS003	Maintain work health and safety

Elective units

CHCAGE001	Facilitate the empowerment of older people
CHCAOD001	Work in an alcohol and other drugs context
CHCCCS001	Address the needs of people with chronic disease
CHCCCS014	Provide brief interventions
CHCCCS023	Support independence and wellbeing
CHCCCS028	Provide client-centred support to people in crisis
CHCCDE003	Work within a community development framework
CHCCDE004	Implement participation and engagement strategies
CHCCDE005	Develop and support relevant community resources
CHCCDE007	Develop and provide community projects
CHCCDE008	Support community action
CHCCDE009	Develop and support community leadership
CHCCDE011	Implement community development strategies
CHCCOM002	Use communication to build relationships
CHCCOM003	Develop workplace communication strategies
CHCDIS007	Facilitate the empowerment of people with disability
CHCDIV001	Work with diverse people
CHCEDU008	Share health information
CHCGRP002	Plan and conduct group activities
CHCLLN001	Respond to client language, literacy and numeracy
CHCMGT001	Develop, implement and review quality framework
CHCMGT002	Manage partnership agreements with service providers
CHCMGT003	Lead the work team
CHCMGT004	Secure and manage funding
CHCMGT005	Facilitate workplace debriefing and support processes
CHCMGT007	Work effectively with the Board of an organisation
CHCMHS001	Work with people with mental health issues
CHCPOL001	Contribute to the review and development of policies
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPRP003	Reflect on and improve own professional practice
CHCPRP004	Promote and represent the service
CHCSOH001	Work with people experiencing or at risk of homelessness
HLTHPS010	Interpret and use information about nutrition and diet
HLTOHC001	Recognise and respond to oral health issues
HLTOHC002	Inform and support patients and groups about oral health
HLTOHC005	Use basic oral health screening tools
HLTPOP014	Assess readiness for and effect behaviour change
HLTPOP015	Provide information on smoking and smoking cessation
HLTPOP016	Provide interventions to clients who are nicotine dependent
BSBITU301	Create and use databases
BSBLDR402	Lead effective workplace relationships
BSBLED806	Plan and implement a coaching strategy
BSBPUB402	Develop public relations campaigns
BSBRES401	Analyse and present research information
CUFWRT301A	Write content for a range of media
CUFWRT403A	Write narration and current affairs material
LGACOM407B	Manage finances within a budget
LGACOM503B	Prepare a budget
LGAEHRW505B	Implement strategies to minimise the impact of waste on the environment
PSPPM402B	Manage simple projects

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT47015 Certificate IV in Sterilisation Services

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change to packaging rules. Significant changes to core units. Removal of entry requirements.

Qualification Description

This qualification reflects the role of a team leader or senior technician in a sterilisation or reprocessing area. This worker is responsible for the maintenance of quality requirements and monitoring of technical sterilisation functions.

No licensing, legislative or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 15

11 core units

4 elective units consisting of:

up to 4 units from the electives listed below, any endorsed Training Package or accredited course - these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCDIV001	Work with diverse people
HLTINF003	Implement and monitor infection prevention and control policies and procedures
HLTSTE001	Clean and disinfect reusable medical devices
HLTSTE002	Inspect and pack reusable medical devices
HLTSTE003	Sterilise loads
HLTSTE004	Manage sterile stock
HLTSTE005	Care for reusable medical devices
HLTSTE007	Monitor and maintain cleaning and sterilisation equipment
HLTSTE008	Monitor quality of cleaning, sterilisation and packaging processes
HLTWHS003	Maintain work health and safety
HLTWHS005	Conduct manual tasks safely

Elective units

HLTSTE006	Chemically disinfect reusable medical devices
BSBHRM405	Support the recruitment, selection and induction of staff
BSBMED301	Interpret and apply medical terminology appropriately
BSBMGT401	Show leadership in the workplace
BSBWOR404	Develop work priorities
TAEASS402B	Assess competence
TAEDEL402A	Plan, organise and facilitate learning in the workplace

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT47115 Certificate IV in Hospital/Health Services Pharmacy Support

Modification History

Release	Comments
Release 2	This version was released in HLT Health Training Package release 3.0. HLTWHS004 incorrectly listed in core, replaced with HLTWHS003. Corrected typographical error: TAEDEL402A. Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change to packaging rules. Removal of entry requirements.

Qualification Description

This qualification reflects the role of skilled pharmacy technicians who work under the supervision of a pharmacist in a hospital or community setting. This may include pharmacies that are located outside of health services but supply medicines and products to hospitals and other health services.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 14

10 core units

4 elective units, consisting of:

up to 4 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCDIV001	Work with diverse people
CHCPRP003	Reflect on and improve own professional practice
HLTAAP001	Recognise healthy body systems
HLTPHA005	Conduct small scale compounding and labelling of pharmaceutical products
HLTPHA006	Provide assistance in dispensary administration
HLTPHA007	Conduct small scale compounding and labelling of aseptic pharmaceutical products
HLTPHA008	Support pharmacist communication with clients and other health professionals
HLTPHA009	Support pharmacists in the collection and presentation of workplace data and information
HLTWHS003	Maintain work health and safety
TAEDEL402A	Plan, organise and facilitate learning in the workplace

Elective units

CHCLEG001	Work legally and ethically
CHCMGT003	Lead the work team
HLTPHA001	Maintain pharmaceutical imprest stock
HLTPHA002	Pack pharmaceutical products
HLTPHA003	Assist with dispensing of prescriptions and medication orders
HLTPHA004	Order, maintain and distribute pharmaceutical stock
BSBFLM309	Support continuous improvement systems and processes
BSBHRM405	Support the recruitment, selection and induction of staff
BSBITU303	Design and produce text documents
BSBITU306	Design and produce business documents
BSBLDR402	Lead effective workplace relationships
BSBLDR403	Lead team effectiveness
BSBMGT403	Implement continuous improvement
TAEASS402B	Assess competence

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT47315 Certificate IV in Health Administration

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change to packaging rules. Now incorporates outcomes from HLT40412.

Qualification Description

This qualification reflects the role of individuals who work in a senior operational or team leading role in the health industry.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 14

6 core units

8 elective units, consisting of:

at least 4 units from the list below

up to 4 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCDIV001	Work with diverse people
CHCLEG001	Work legally and ethically
HLTWHS003	Maintain work health and safety
BSBLDR402	Lead effective workplace relationships
BSBMED301	Interpret and apply medical terminology appropriately
BSBMGT403	Implement continuous improvement

Elective units

CHCPRP003	Reflect on and improve own professional practice
HLTADM001	Administer and coordinate Telehealth services
HLTADM002	Manage Telehealth technology
HLTADM003	Facilitate a coordinated approach to client care
HLTADM004	Manage health billing and accounting system
HLTADM005	Produce coded clinical data
HLTADM006	Undertake complex clinical coding
HLTADM007	Complete highly complex clinical coding
BSBADM409	Coordinate business resources
BSBAUD402	Participate in a quality audit
BSBCUS401	Coordinate implementation of customer service strategies
BSBCUS402	Address customer needs
BSBCUS403	Implement customer service standards
BSBFIA402	Report on financial activity
BSBHRM404	Review human resources functions
BSBHRM405	Support the recruitment, selection and induction of staff
BSBINM401	Implement workplace information system
BSBINN301	Promote innovation in a team environment
BSBITU306	Design and produce business documents
BSBLDR403	Lead team effectiveness
BSBLED401	Develop teams and individuals
BSBMED401	Manage patient record keeping system
BSBMGT402	Implement operational plan
BSBRKG401	Review the status of a record
BSBRKG402	Provide information from and about records
BSBRKG403	Set up a business or records system for a small business
BSBRSK501	Manage risk
BSBSUS501	Develop workplace policy and procedures for sustainability
BSBWRK411	Support employee and industrial relations procedures
TAEASS401B	Plan assessment activities and processes
TAEASS402B	Assess competence
TAEDEL401A	Plan, organise and deliver group-based learning
TAEDEL402A	Plan, organise and facilitate learning in the workplace

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT47415 Certificate IV in Audiometry

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change to packaging rules. Significant changes to core units.

Qualification Description

This qualification reflects the role of audiometrists who conduct hearing assessments to identify hearing impairment and take action based on test results. They refer clients for further audiological or medical assessment, and may be involved in care management and education programs. Workers at this level do not prescribe or dispense hearing aids and are not qualified to work as independent practitioners. Audiometrists may work in medical or industrial contexts.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 11

8 core units

3 elective units, consisting of:

at least 1 unit from the Audiometry units listed below

up to 2 units from the electives listed below, any endorsed Training Package or accredited course - these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
CHCEDU008	Share health information
HLTAAP002	Confirm physical health status
HLTAID003	Provide first aid
HLTAUD001	Assess hearing
HLTINF001	Comply with infection prevention and control policies and procedures
HLTWHS001	Participate in workplace health and safety

Elective units

Audiometry

HLTAUD002	Conduct play audiometry
HLTAUD003	Assess and respond to occupational noise risk
HLTAUD006	Remove cerumen

Other electives

CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
HLTINF002	Process reusable medical devices and equipment
BSBCUS301	Deliver and monitor a service to customers
BSBFLM303	Contribute to effective workplace relationships
BSBINM301	Organise workplace information
BSBINN301	Promote innovation in a team environment
BSBLDR402	Lead effective workplace relationships
BSBMKG413	Promote products and services
BSBWOR404	Develop work priorities

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT47515 Certificate IV in Operating Theatre Technical Support

Modification History

Release	Comments
Release 2	Units of competency updated (see mapping at www.cshisc.com.au). Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change to packaging rules.

Qualification Description

This qualification reflects the role of senior operating theatre workers who provide assistance to operating theatre personnel.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 15

10 core units

5 elective units, consisting of:

up to 5 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
CHCLEG001	Work legally and ethically
HLTINF003	Implement and monitor infection prevention and control policies and procedures
HLTTHE001	Handle and care for operating theatre equipment
HLTTHE002	Assist with preparation of clients for operative procedures
HLTTHE003	Provide intra-operative equipment and technical support
HLTWHS003	Maintain work health and safety
BSBMED301	Interpret and apply medical terminology appropriately
BSBMGT403	Implement continuous improvement

Elective units

CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCMGT003	Lead the work team
CHCPRP003	Reflect on and improve own professional practice
HLTAAP002	Confirm physical health status
HLTHSS007	Handle medical gases safely
HLTWHS005	Conduct manual tasks safely
BSBINM401	Implement workplace information system
BSBINN301	Promote innovation in a team environment
BSBLDR402	Lead effective workplace relationships
BSBLDR403	Lead team effectiveness
BSBLED401	Develop teams and individuals
BSBMGT402	Implement operational plan
BSBMGT406	Plan and monitor continuous improvement
TAEASS402B	Assess competence
TAEDEL402A	Plan, organise and facilitate learning in the workplace

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT47615 Certificate IV in Cardiac Technology

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change to packaging rules. Significant changes to core units.

Qualification Description

This qualification reflects the role of cardiac technicians who undertake a range of cardiac physiological measurements, including electrocardiography, holter monitoring and exercise stress testing.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 14

10 core units

4 elective units, consisting of:

up to 4 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM005	Communicate and work in health or community services
HLTAAP002	Confirm physical health status
HLTAID003	Provide first aid
HLTCAR001	Perform electrocardiography (ECG)
HLTCAR002	Perform holter monitoring
HLTCAR003	Assist with stress testing
HLTINF001	Comply with infection prevention and control policies and procedures
HLTWHS003	Maintain work health and safety
BSBMED301	Interpret and apply medical terminology appropriately
BSBMGT403	Implement continuous improvement

Elective units

CHCMGT003	Lead the work team
CHCPRP003	Reflect on and improve own professional practice
BSBCUS402	Address customer needs
BSBINM401	Implement workplace information system
BSBINN301	Promote innovation in a team environment
BSBLDR402	Lead effective workplace relationships
BSBLED401	Develop teams and individuals
BSBMGT402	Implement operational plan

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT47715 Certificate IV in Medical Practice Assisting

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change to packaging rules. Significant changes to core units.

Qualification Description

This qualification reflects the role of medical practice assistants whose work includes a broad range of administrative functions combined with tasks to support medical practitioners in the delivery of care to clients. These tasks are completed under the direct or indirect supervision of a medical practitioner.

A medical practice assistant may work under the supervision of a health care professional other than a medical practitioner, but this should only occur where:

the health care professional is in the same practice as the medical practitioner and

the medical practitioner has agreed to the other health care professional providing the supervision

A registered nurse must accept or refuse responsibility for supervision of an activity of a medical practice assistant, according to the Nursing and Midwifery Board of Australia (NMBA) Decision-making framework. An enrolled nurse cannot provide supervision.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 23

19 core units

4 elective units, consisting of:

at least 2 units from the electives listed below

up to 2 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
CHCLEG001	Work legally and ethically
HLTAAP002	Confirm physical health status
HLTAID003	Provide first aid
HLTAID008	Manage first aid services and resources
HLTCAR001	Perform electrocardiography (ECG)
HLTHPS001	Take clinical measurements
HLTHPS002	Support health professional in the delivery of care
HLTHPS003	Maintain medication stocks
HLTHPS005	Handle medical specimens
HLTINF001	Comply with infection prevention and control policies and procedures
HLTINF002	Process reusable medical devices and equipment
HLTWHS003	Maintain work health and safety
BSBADM307	Organise schedules
BSBINM401	Implement workplace information system
BSBMED301	Interpret and apply medical terminology appropriately
BSBMED302	Prepare and process medical accounts
BSBMED303	Maintain patient records

Elective units

CHCCCS020	Respond effectively to behaviours of concern
CHCPRP003	Reflect on and improve own professional practice
HLTADM001	Administer and coordinate Telehealth services
HLTADM002	Manage Telehealth technology
HLTADM003	Facilitate a coordinated approach to client care
HLTAID006	Provide advanced first aid
HLTPAT001	Identify and respond to clinical risks in pathology collection
HLTPAT002	Perform venous blood collections
HLTPAT004	Collect pathology specimens other than blood
BSBADM504	Plan and implement administrative systems
BSBCUS301	Deliver and monitor a service to customers
BSBFIA301	Maintain financial records
BSBFLM309	Support continuous improvement systems and processes
BSBINM202	Handle mail
BSBITU306	Design and produce business documents
BSBMED401	Manage patient record keeping system

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT47815 Certificate IV in Optical Dispensing

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change to packaging rules. Significant changes to core units. Minimum work requirement of 100 hours.

Qualification Description

This qualification reflects the role of optical dispensers who dispense and supply optical appliances as prescribed by optometrists and/or ophthalmologists in accordance with Australian standards. Optical dispensers practice in a range of environments including optical dispensaries, optometric practices and laboratories. They may be self-employed or employed by another optical dispenser, an optometrist, a major optical dispensing company or other retailers.

To achieve this qualification, the candidate must have completed at least 100 hours of work as detailed in the Assessment Requirements of units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Note this qualifications supports industry accreditation as a dispensing optician in New Zealand.

Packaging Rules

Total number of units = 14

9 core units

5 elective units, consisting of:

up to 5 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
HLTOPD001	Provide advice on optical appliances
HLTOPD002	Dispense optical appliances
HLTOPD003	Dispense atypical prescriptions
HLTOPD005	Process and manage optical appliance orders
HLTWHS001	Participate in workplace health and safety
BSBCUS301	Deliver and monitor a service to customers
SIRXSLS201	Sell products and services

Elective units

HLTINF001	Comply with infection prevention and control policies and procedures
HLTOPD004	Edge and fit ophthalmic appliances
HLTWHS003	Maintain work health and safety
BSBADM311	Maintain business resources
BSBADM504	Plan and implement administrative systems
BSBLDR402	Lead effective workplace relationships
BSBLDR403	Lead team effectiveness
BSBSMB401	Establish legal and risk management requirements of small business
BSBSMB402	Plan small business finances
BSBSMB403	Market the small business
BSBSMB404	Undertake small business planning
BSBSMB405	Monitor and manage small business operations
BSBWOR404	Develop work priorities
SIRWSLS303	Analyse and achieve sales targets
SIRXINV005A	Control inventory
SIRXMER303	Coordinate merchandise presentation
SIRXMER406	Monitor in-store visual merchandising display
SIRXMPR001A	Profile a retail market

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT50113 Diploma of Aboriginal and/or Torres Strait Islander Primary Health Care

Modification History

Release	Comments
Release 5	Units of competency updated (see mapping at www.cshisc.com.au). Updated infection control unit to HLTINF003. Updated title of HLTINF004. Equivalent outcome.
Release 4	Units of competency updated (see mapping at www.cshisc.com.au). Equivalent outcome.
Release 3	Added Taxonomy data. Equivalent outcome.
Release 2	Corrections to metadata and mapping. Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the New Standards for Training Packages. Overall – increase from 15 to 30 units Core – increase from 7 to 20 units Electives – increase from 8 to 10 units Includes new unit HLTAHW037 Includes first aid and updated WHS unit Removal of entry requirements

Qualification Description

This qualification reflects the role of Aboriginal and/or Torres Strait Islander people working to provide a range of primary health care services to Aboriginal and/or Torres Strait Islander clients.

The Diploma of Aboriginal and/or Torres Strait Islander Primary Health Care defines the knowledge and skills for workers involved in Aboriginal and/or Torres Strait Islander Primary Health Care and who work autonomously under the broad guidance of others.

The Diploma qualification covers workers who have a basis of skills and knowledge in primary health care, which they may apply in program delivery, management, and policy or education functions.

No licensing, legislative or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 30, including:

20 core units

10 elective units, of which:at least 5 units must come from the elective units list below

up to 5 units may be selected from any endorsed Training Packages or accredited courses relevant to the work outcome

no more than 3 units in total may come from the Business Services Training Package.

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCLEG001	Work legally and ethically
HLTAHW005	Work in an Aboriginal and/or Torres Strait Islander primary health care context
HLTAHW007	Undertake basic health assessments
HLTAHW017	Assess and support client’s social and emotional well being
HLTAHW018	Plan, implement and monitor health care in a primary health care context
HLTAHW019	Deliver primary health care programs for Aboriginal and/or Torres Strait Islander communities
HLTAHW021	Provide nutrition guidance for specific health care
HLTAHW022	Address social determinants of Aboriginal and/or Torres Strait Islander health
HLTAHW023	Plan, develop and evaluate health promotion and community development programs
HLTAHW037	Support safe use of medications
HLTAHW043	Facilitate access to tertiary health care
HLTAHW044	Advocate on behalf of the community
HLTAHW047	Support and promote social and emotional well-being of staff and clients
HLTAHW048	Apply a strategic approach to Aboriginal and/or Torres Strait Islander health
HLTAHW061	Engage in community health research
HLTAHW062	Supervise health care team
HLTAHW065	Apply reflective practice in an Aboriginal and/or Torres Strait Islander primary health care setting
HLTAID003	Provide first aid
HLTINF003	Implement and monitor infection prevention and control policies and procedures
HLTWHS004	Manage workplace health and safety

Elective units

CHCADV005	Provide systems advocacy services
CHCAOD001	Work in an alcohol and other drugs context
CHCAOD002	Work with clients who are intoxicated
CHCAOD003	Provide needle and syringe services
CHCAOD004	Assess needs of client with alcohol and other drugs issues
CHCAOD005	Provide alcohol and other drugs withdrawal services
CHCAOD008	Provide advanced interventions to meet the needs of clients with alcohol and other drugs issues
CHCCCS001	Address the needs of people with chronic disease
CHCCCS003	Increase the safety of individuals at risk of suicide
CHCCCS004	Assess co-existing needs
CHCCCS006	Facilitate individual service planning and delivery
CHCCCS007	Develop and implement service programs
CHCCCS009	Facilitate responsible behaviour
CHCCCS014	Provide brief interventions
CHCCCS015	Provide individualised support
CHCCCS016	Respond to client needs
CHCCCS019	Recognise and respond to crisis situations
CHCCCS020	Respond effectively to behaviours of concern
CHCCCS023	Support independence and wellbeing
CHCCCS028	Provide client-centred support to people in crisis
CHCCDE001	Support participative planning processes
CHCCDE003	Work within a community development framework
CHCCDE004	Implement participation and engagement strategies
CHCCDE005	Develop and support relevant community resources
CHCCDE007	Develop and provide community projects
CHCCDE008	Support community action
CHCCDE011	Implement community development strategies
CHCCDE014	Facilitate the development of community capacity to manage place making
CHCCSL001	Establish and confirm the counselling relationship
CHCCSL003	Facilitate the counselling relationship and process
CHCCSL007	Support counselling clients in decision-making processes
CHCCSM005	Develop, facilitate and review all aspects of case management
CHCCSM006	Provide case management supervision
CHCDFV001	Recognise and respond appropriately to domestic and family violence
CHCDFV002	Provide support to children affected by domestic and family violence
CHCDFV003	Promote community awareness of domestic and family violence
CHCDFV004	Provide domestic and family violence support in Aboriginal and Torres Strait Islander communities
CHCDFV006	Counsel clients affected by domestic and family violence
CHCDFV007	Work with users of violence to effect change
CHCDIV001	Work with diverse people
CHCEDU002	Plan health promotion and community intervention
CHCEDU008	Share health information
CHCGRP001	Support group activities
CHCGRP002	Plan and conduct group activities
CHCMGT001	Develop, implement and review quality framework
CHCMGT005	Facilitate workplace debriefing and support processes
CHCMGT007	Work effectively with the Board of an organisation
CHCMHS005	Provide services to people with coexisting mental health and alcohol and other drugs issues
CHCPOL003	Research and apply evidence to practice
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPRP003	Reflect on and improve own professional practice
CHCPRT001	Identify and respond to children and young people at risk
CHCPRT002	Support the rights and safety of children and young people
CHCPRT003	Work collaboratively to maintain an environment safe for children and young people
CHCYTH002	Work effectively with young people in the youth work context
CHCYTH003	Support young people to create opportunities in their lives
CHCYTH004	Respond to critical situations
CHCYTH005	Develop and implement procedures to enable young people to address their needs
CHCYTH009	Support youth programs
CHCYTH010	Provide services for young people appropriate to their needs and circumstances
CHCYTH011	Work effectively with young people and their families
CHCYTH012	Manage service response to young people in crisis
HLTAHW010	Identify community health issues, needs and strategies
HLTAHW012	Assist with prevention and minimisation of substance misuse
HLTAHW025	Provide information and strategies in health care
HLTAHW026	Provide information and strategies in sexual health for men
HLTAHW027	Provide information and strategies in sexual health for women
HLTAHW028	Provide information and strategies in chronic condition care
HLTAHW029	Provide information & strategies in maternal child health
HLTAHW030	Provide information and strategies in eye health
HLTAHW031	Provide information/strategies to enhance capacities of Aboriginal/Torres Strait Islander families
HLTAHW032	Supervise individual workers
HLTAHW033	Maintain community health profile
HLTAHW034	Provide healthy lifestyle programs and advice
HLTAHW035	Provide information and support around cancer
HLTAHW036	Provide information and support to women with breast cancer
HLTAHW043	Facilitate access to tertiary care services
HLTAHW049	Work effectively in social and emotional wellbeing
HLTAHW050	Develop a healing framework for social and emotional wellbeing
HLTAHW051	Respond to loss, grief and trauma
HLTAHW052	Deliver primary health care to Aboriginal and/or Torres Strait Islander clients in confinement
HLTAHW053	Address impact of food security on community health
HLTAHW060	Plan for medical emergencies
HLTAHW061	Engage in community health research
HLTAHW062	Supervise health care team
HLTAHW063	Implement office systems
HLTAHW064	Manage budgets
HLTAHW075	Manage community health projects
HLTAHW076	Plan for community emergencies
HLTAUD002	Conduct play audiometry
HLTAUD003	Assess and respond to occupational noise risk
HLTINF004	Manage the prevention and control of infection
HLTOHC001	Recognise and respond to oral health issues
HLTOHC002	Inform and support patients and groups about oral health
HLTOHC003	Apply and manage use of basic oral health products
HLTOHC004	Provide or assist with oral hygiene
HLTOHC005	Use basic oral health screening tools
HLTPOP015	Provide information on smoking and smoking cessation
HLTPOP016	Provide interventions to clients who are nicotine dependent
HLTPOP019	Apply a population health framework
HLTPOP020	Work with the community to identify health needs
HLTPOP021	Plan a population health project
HLTPOP022	Evaluate a population health project
HLTPOP023	Build capacity to promote health
HLTPOP024	Develop a disaster plan
HLTWHS004	Manage workplace health and safety
AHCCCF402A	Report on project
BSBADM409	Coordinate business resources
BSBADM502	Manage meetings
BSBATSIC511	Plan and conduct a community meeting
BSBATSIM416	Oversee organisational planning
BSBATSIM418	Oversee financial management
BSBATSIM419	Contribute to the development and implementation of organisational policies
BSBATSIM420	Oversee asset management
BSBATSIM505	Control organisational finances
BSBATSIM506	Develop employment policies
BSBATSIM511	Develop enterprise opportunities
BSBATSIW515	Secure funding
BSBCUE404	Collect, analyse and record information
BSBCUE405	Survey stakeholders to gather and record information
BSBPUB402	Develop public relations campaigns
BSBWOR502	Lead and manage team effectiveness
BSBHRM404	Review human resource functions
BSBHRM405	Support the recruitment, selection and induction of staff
BSBLDR403	Lead team effectiveness
BSBMGT502	Manage people performance
BSBMGT605	Provide leadership across the organisation
BSBSUS501	Develop workplace policy and procedures for sustainability
TAEASS301B	Contribute to assessment
TAEASS401B	Plan assessment activities and processes
TAEASS402B	Assess competence
TAEASS403B	Participate in assessment validation
TAEDEL301A	Provide work skill instruction
TAEDEL401A	Plan, organise and deliver group-based learning
TAEDEL402A	Plan, organise and facilitate learning in the workplace

Qualification Mapping Information

No equivalent qualification

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT50213 Diploma of Aboriginal and/or Torres Strait Islander Primary Health Care Practice

Modification History

Release	Comments
Release 5	Units of competency updated (see mapping at www.cshisc.com.au). Updated infection control unit to HLTINF003. Typographical errors corrected. Updated title of HLTINF004. Equivalent outcome.
Release 4	Units of competency updated (see mapping at www.cshisc.com.au). Equivalent outcome.
Release 3	Added Taxonomy data. Equivalent outcome.
Release 2	Corrections to metadata and mapping. Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the New Standards for Training Packages. Overall – increase from 15 to 31 units Core – increase from 7 to 21 units Electives – increase from 8 to 10 units Includes new unit HLTAHW037 Includes first aid and updated WHS unit Removal of entry requirements.

Qualification Description

This qualification is specific to Aboriginal and/or Torres Strait Islander people working to provide a range of primary health care services to Aboriginal and/or Torres Strait Islander clients. The Diploma of Aboriginal and/or Torres Strait Islander Primary Health Care Practice defines the knowledge and skills for workers involved in Aboriginal and/or Torres Strait Islander Primary Health Care and who work autonomously under the broad guidance of others. The Diploma qualification covers workers who have a basis of skills and knowledge in primary health care practice, which they may apply in clinical, management or education functions.

No licensing, legislative or certification requirements apply to this qualification at the time of publication.

Packaging Rules

31 units of competency are required to achieve this qualification, including:

21 core units and

10 elective units, of which:

at least 5 units must come from the general elective units list below

up to 5 units may be selected from any endorsed Training Packages or accredited courses relevant to the work outcome

no more than 3 units in total may be selected from the Business Services Training Package.

All electives chosen must contribute to a valid, industry-supported vocational outcome.

To achieve a specialisation in maternal and infant care – all Group A electives must be selected for award of the Diploma of Aboriginal and/or Torres Strait Islander Primary Health Care Practice (Maternal and infant care).

Core units

CHCLEG001	Work legally and ethically
HLTAHW005	Work in an Aboriginal and/or Torres Strait Islander primary health care context
HLTAHW016	Assess client’s physical wellbeing
HLTAHW018	Plan, implement and monitor health care in a primary health care context
HLTAHW019	Deliver primary health care programs for Aboriginal and/or Torres Strait Islander communities
HLTAHW020	Administer medications
HLTAHW021	Provide nutrition guidance for specific health care
HLTAHW037	Support the safe use of medications
HLTAHW043	Facilitate access to tertiary health care
HLTAHW044	Advocate on behalf of the community
HLTAHW045	Plan, develop and evaluate primary health care programs for Aboriginal and/or Torres Strait Islander communities
HLTAHW046	Apply advanced skills in primary health care
HLTAHW047	Support and promote social and emotional wellbeing of staff and clients
HLTAHW048	Apply a strategic plan approach to Aboriginal and/or Torres Strait Islander health
HLTAHW061	Engage in community health research
HLTAHW062	Supervise health care team
HLTAHW065	Apply reflective practice in Aboriginal and/or Torres Strait Islander primary health care context
HLTAHW071	Manage medicines in Aboriginal and/or Torres Strait Islander health care
HLTAID003	Provide first aid
HLTINF003	Implement and monitor infection prevention and control policies and procedures
HLTWHS004	Manage workplace health and safety

Elective units

Group A elective – maternal and infant care specialisation

CHCCCS006	Facilitate individual service planning and delivery
HLTAHW027	Provide information and strategies in sexual health for women
HLTAHW029	Provide information and strategies in maternal and infant health
HLTAHW057	Provide antenatal health care
HLTAHW058	Prepare for and support childbirth
HLTAHW059	Provide postnatal and infant health care
HLTPOP015	Provide information on smoking and smoking cessation
HLTPOP016	Provide interventions to clients who are nicotine dependent

General electives

CHCADV005	Provide systems advocacy services
CHCAOD001	Work in an alcohol and other drugs context
CHCAOD002	Work with clients who are intoxicated
CHCAOD003	Provide needle and syringe services
CHCAOD004	Assess needs of client with alcohol and other drugs issues
CHCAOD005	Provide alcohol and other drugs withdrawal services
CHCAOD008	Provide advanced interventions to meet the needs of clients with alcohol and other drugs issues
CHCCCS001	Address the needs of people with chronic disease
CHCCCS003	Increase the safety of individuals at risk of suicide
CHCCCS004	Assess co-existing needs
CHCCCS006	Facilitate individual service planning and delivery
CHCCCS007	Develop and implement service programs
CHCCCS009	Facilitate responsible behaviour
CHCCCS014	Provide brief interventions
CHCCCS015	Provide individualised support
CHCCCS016	Respond to client needs
CHCCCS019	Recognise and respond to crisis situations
CHCCCS020	Respond effectively to behaviours of concern
CHCCCS023	Support independence and wellbeing
CHCCCS028	Provide client-centered support to people in crisis
CHCCDE001	Support participative planning processes
CHCCDE003	Work within a community development framework
CHCCDE004	Implement participation and engagement strategies
CHCCDE005	Develop and support relevant community resources
CHCCDE007	Develop and provide community projects
CHCCDE008	Support community action
CHCCDE011	Implement community development strategies
CHCCDE014	Facilitate the development of community capacity to manage place making
CHCCSL001	Establish and confirm the counselling relationship
CHCCSL003	Facilitate the counselling relationship and process
CHCCSL007	Support counselling clients in decision-making processes
CHCCSM005	Develop, facilitate and review all aspects of case management
CHCCSM006	Provide case management supervision
CHCDFV001	Recognise and respond appropriately to domestic and family violence
CHCDFV002	Provide support to children affected by domestic and family violence
CHCDFV003	Promote community awareness of domestic and family violence
CHCDFV004	Provide domestic and family violence support in Aboriginal and Torres Strait Islander communities
CHCDFV006	Counsel clients affected by domestic and family violence
CHCDFV007	Work with users of violence to effect change
CHCDIV001	Work with diverse people
CHCEDU002	Plan health promotion and community intervention
CHCEDU008	Share health information
CHCGRP001	Support group activities
CHCGRP002	Plan and conduct group activities
CHCMGT001	Develop, implement and review quality framework
CHCMGT005	Facilitate workplace debriefing and support processes
CHCMGT007	Work effectively with the Board of an organisation
CHCMHS005	Provide services to people with coexisting mental health and alcohol and other drugs issues
CHCPOL003	Research and apply evidence to practice
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPRP003	Reflect on and improve own professional practice
CHCPRT001	Identify and respond to children and young people at risk
CHCPRT002	Support the rights and safety of children and young people
CHCPRT003	Work collaboratively to maintain an environment safe for children and young people
CHCYTH002	Work effectively with young people in the youth work context
CHCYTH003	Support young people to create opportunities in their lives
CHCYTH004	Respond to critical situations
CHCYTH005	Develop and implement procedures to enable young people to address their needs
CHCYTH009	Support youth programs
CHCYTH010	Provide services for young people appropriate to their needs and circumstances
CHCYTH011	Work effectively with young people and their families
CHCYTH012	Manage service response to young people in crisis
HLTAHW010	Identify community health issues, needs and strategies
HLTAHW012	Assist with prevention and minimisation of substance misuse
HLTAHW023	Plan, develop and evaluate health promotion and community development programs
HLTAHW025	Provide information and strategies in health care
HLTAHW026	Provide information and strategies in sexual health for men
HLTAHW027	Provide information and strategies in sexual health for women
HLTAHW028	Provide information and strategies in chronic condition care
HLTAHW029	Provide information and strategies in maternal and infant health
HLTAHW030	Provide information and strategies in eye health
HLTAHW031	Provide information/strategies to enhance capacities of Aboriginal/Torres Strait Islander families
HLTAHW032	Supervise individual workers
HLTAHW033	Maintain community health profile
HLTAHW034	Provide healthy lifestyle programs and advice
HLTAHW035	Provide information and support around cancer
HLTAHW036	Provide information and support to women with breast cancer
HLTAHW038	Assess and promote physical and emotional wellbeing of children
HLTAHW039	Monitor early childhood growth and development
HLTAHW049	Work effectively in social and emotional wellbeing
HLTAHW050	Develop a healing framework for social and emotional wellbeing work
HLTAHW051	Respond to loss, grief and trauma
HLTAHW052	Deliver primary health care to Aboriginal and/or Torres Strait Islander clients in confinement
HLTAHW053	Address impact of food security on community health
HLTAHW054	Support renal dialysis clients in the community setting
HLTAHW055	Provide care to clients undertaking renal dialysis in the community setting
HLTAHW056	Provide sexual and reproductive health care
HLTAHW057	Provide antenatal health care
HLTAHW058	Prepare for and support childbirth
HLTAHW059	Provide postnatal and infant health care
HLTAHW060	Plan for medical emergencies
HLTAHW061	Engage in community health research
HLTAHW062	Supervise health care team
HLTAHW063	Implement office systems
HLTAHW064	Manage budgets
HLTAHW066	Manage the delivery of Aboriginal &/or Torres Strait Islander primary health care
HLTAHW075	Manage community health projects
HLTAHW076	Plan for community emergencies
HLTAUD002	Conduct play audiometry
HLTAUD003	Assess and respond to occupational noise risk
HLTINF004	Manage the prevention and control of infection
HLTOHC001	Recognise and respond to oral health issues
HLTOHC002	Inform and support patients and groups about oral health
HLTOHC003	Apply and manage use of basic oral health products
HLTOHC004	Provide or assist with oral hygiene
HLTOHC005	Use basic oral health screening tools
HLTOHC006	Apply fluoride varnish
HLTPAT001	Identify and respond to clinical risks in pathology collection
HLTPAT002	Perform venous blood collection
HLTPAT004	Collect pathology specimens other than blood
HLTPOP015	Provide information on smoking and smoking cessation
HLTPOP016	Provide interventions to clients who are nicotine dependent
HLTPOP019	Apply a population health framework
HLTPOP020	Work with the community to identify health needs
HLTPOP021	Plan a population health project
HLTPOP022	Evaluate a population health project
HLTPOP023	Build capacity to promote health
HLTPOP024	Develop a disaster plan
HLTRNL001	Support a person with chronic kidney disease
HLTRNL002	Provide care and support to a person undergoing renal replacement therapy
HLTWHS003	Maintain workplace health and safety
AHCCCF402A	Report on project
BSBADM409	Coordinate business resources
BSBADM502	Manage meetings
BSBATSIC511	Plan and conduct a community meeting
BSBATSIM416	Oversee organisational planning
BSBATSIM418	Oversee financial management
BSBATSIM419	Contribute to the development and implementation of organisational policies
BSBATSIM420	Oversee asset management
BSBATSIM505	Control organisational finances
BSBATSIM506	Develop employment policies
BSBATSIM511	Develop enterprise opportunities
BSBATSIW515	Secure funding
BSBCUE404	Collect, analyse and record information
BSBCUE405	Survey stakeholders to gather and record information
BSBHRM404	Review human resources functions
BSBHRM405	Support the recruitment, selection and induction of staff
BSBLDR403	Lead team effectiveness
BSBMGT502	Manage people performance
BSBMGT605	Provide leadership across the organisation
BSBPUB402	Develop public relations campaigns
BSBSUS501	Develop workplace policy and procedures for sustainability
TAEASS301B	Contribute to assessment
TAEASS401B	Plan assessment activities and processes
TAEASS402B	Assess competence
TAEASS403B	Participate in assessment validation
TAEDEL301A	Provide work skill instruction
TAEDEL401A	Plan, organise and deliver group-based learning
TAEDEL402A	Plan, organise and facilitate learning in the workplace

Qualification Mapping Information

No equivalent qualification

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT51015 Diploma of Paramedical Science

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLT50412 Diploma of Paramedical Science (Ambulance). Change to packaging rules. Removal of entry requirements. Minimum work requirements of 160 hours

Qualification Description

This qualification reflects the role of pre-hospital and out-of-hospital workers employed by State/Territory ambulance authorities, the Australian Defence Force and the private sector to provide patient assessment, healthcare and transport services. These workers possess clinical skills and theoretical knowledge and provide clinical assessment and pre-hospital and out-of-hospital interventions to patients in an emergency, including providing advanced skills in life support. This qualification applies to a variety of roles including paramedic and emergency medical technician.

To achieve this qualification, the candidate must have completed at least 160 hours of work as detailed in the Assessment Requirements of units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 17

9 core units

8 elective units, consisting of:

at least 4 units from the electives listed below,

up to 4 units from the elective listed below, any endorsed Training Package or accredited course - these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCDIV001	Work with diverse people
CHCLEG001	Work legally and ethically
HLTAAP002	Confirm physical health status
HLTAMB001	Follow procedures for routine safe removal of patient
HLTAMB008	Assess and deliver standard clinical care
HLTAMB012	Communicate in complex situations to support health
HLTINF001	Comply with infection prevention and control policies and procedures
HLTWHS002	Follow safe work practices for direct client care
HLTWHS006	Manage personal stressors in the work environment

Elective units

CHCCCS020	Respond effectively to behaviours of concern
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCPRP003	Reflect on and improve own professional practice
HLTAMB002	Implement safe access and egress in an emergency
HLTAMB003	Transport emergency patients
HLTAMB010	Manage and coordinate resources for emergency operations
HLTAMB011	Manage a routine non-emergency scene
HLTAMB013	Contribute to managing the scene of an emergency
HLTAMB014	Transport non-emergency patients under operational conditions
HLTHPS008	Provide clinical mentoring in the work environment
BSBCOM406	Conduct work within a compliance framework
BSBFLM303	Contribute to effective workplace relationships
BSBMED301	Interpret and apply medical terminology appropriately
BSBWOR203	Work effectively with others
TAEASS401B	Plan assessment activities and processes
TAEASS402B	Assess competence
TAEASS403B	Participate in assessment validation
TAEDEL301A	Provide work skill instruction
TAEDEL402A	Plan, organise and facilitate learning in the workplace

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT52015 Diploma of Remedial Massage

Modification History

Release	Comments
Release 2	Units of competency updated (see mapping at www.cshisc.com.au). Updated title of HLTINF004. Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change to packaging rules. Significant changes to core units. Minimum clinic requirement of 200 hours. Removal of entry requirements.

Qualification Description

This qualification reflects the role of remedial massage therapists who work with clients presenting with soft tissue dysfunction, musculoskeletal imbalance or restrictions in range of motion (ROM). Practitioners may be self-employed or work within a larger health service.

To achieve this qualification, the candidate must have completed at least 200 hours of work as detailed in the Assessment Requirements of units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 21

16 core units

5 elective units, consisting of:

at least 1 unit from the Business Management group below

up to 4 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM006	Establish and manage client relationships
CHCDIV001	Work with diverse people
CHCLEG003	Manage legal and ethical compliance
CHCPRP003	Reflect on and improve own professional practice
CHCPRP005	Engage with health professionals and the health system
HLTAAP003	Analyse and respond to client health information
HLTAID003	Provide first aid
HLTINF004	Manage the prevention and control of infection
HLTMSG001	Develop massage practice
HLTMSG002	Assess client massage needs
HLTMSG003	Perform remedial massage musculoskeletal assessments
HLTMSG004	Provide massage treatments
HLTMSG005	Provide remedial massage treatments
HLTMSG006	Adapt remedial massage practice to meet specific needs
HLTMSG008	Monitor and evaluate remedial massage treatments
HLTWHS004	Manage work health and safety

Elective units

Business Management

BSBSMB403	Market the small business
BSBSMB404	Undertake small business planning
BSBSMB405	Monitor and manage small business operations
BSBSMB406	Manage small business finances

Other electives

CHCAGE001	Facilitate the empowerment of older people
CHCCCS001	Address the needs of people with chronic disease
CHCCCS027	Visit client residence
CHCDIS007	Facilitate the empowerment of people with disability
CHCMHS001	Work with people with mental health issues
CHCPOL003	Research and apply evidence to practice
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPRP002	Collaborate in professional practice
HLTARO001	Develop aromatherapy practice
HLTARO002	Source and prepare aromatherapy products
HLTARO003	Perform aromatherapy health assessments
HLTARO004	Provide therapeutic aromatherapy treatments
HLTARO005	Provide aromatherapy massage treatments
HLTHPS010	Interpret and use information about nutrition and diet
HLTMSG007	Adapt remedial massage practice for athletes
HLTREF002	Provide reflexology for relaxation
SISFFIT013	Instruct exercise to young people aged 13 to 17 years
SISFFIT014	Instruct exercise to older clients
SISFFIT031	Implement injury prevention strategies
SISSSCO307	Provide nutrition information to athletes
SISSSPT307A	Conduct advanced taping
SISSSTC301A	Instruct strength and conditioning techniques
SISSSTC402A	Develop strength and conditioning programs

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT52115 Diploma of Traditional Chinese Medicine (TCM) Remedial Massage

Modification History

Release	Comments
Release 2	Units of competency updated (see mapping at www.cshisc.com.au). Typographical errors corrected. Updated title of HLTINF004. Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change to packaging rules. Significant changes to core units. Minimum clinic requirement of 200 hours.

Qualification Description

This qualification reflects the role of massage therapists who provide therapeutic remedial massages according to the Traditional Chinese Medicine (TCM) remedial massage framework. Practitioners may be self-employed as independent practitioners or work in a larger health service.

To achieve this qualification, the candidate must have completed at least 200 hours of work as detailed in the Assessment Requirements of units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 20

14 core units

6 elective units, consisting of:

at least 1 unit from the Business Management group below

up to 5 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM006	Establish and manage client relationships
CHCDIV001	Work with diverse people
CHCLEG003	Manage legal and ethical compliance
CHCPRP003	Reflect on and improve own professional practice
CHCPRP005	Engage with health professionals and the health system
HLTAAP003	Analyse and respond to client health information
HLTAID003	Provide first aid
HLTINF004	Manage the prevention and control of infection
HLTTCM001	Develop Traditional Chinese Medicine (TCM) remedial massage practice
HLTTCM002	Perform Traditional Chinese Medicine (TCM) remedial massage health assessments
HLTTCM003	Provide Traditional Chinese Medicine (TCM) remedial massage treatments
HLTTCM004	Adapt Traditional Chinese Medicine (TCM) remedial massage practice to meet specific needs
HLTTCM005	Monitor and evaluate Traditional Chinese Medicine (TCM) remedial massage treatments
HLTWHS004	Manage work health and safety

Elective units

Business Management

BSBSMB403	Market the small business
BSBSMB404	Undertake small business planning
BSBSMB405	Monitor and manage small business operations
BSBSMB406	Manage small business finances

Other electives

CHCCCS001	Address the needs of people with chronic disease
CHCDIS007	Facilitate the empowerment of people with disability
CHCMHS001	Work with people with mental health issues
CHCPOL003	Research and apply evidence to practice
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPRP002	Collaborate in professional practice
HLTREF002	Provide reflexology for relaxation
SISFFIT013	Instruct exercise to young people aged 13 to 17 years
SISFFIT014	Instruct exercise to older clients
SISFFIT031	Implement injury prevention strategies
SISSSPT307A	Conduct advanced taping
SISSSTC301A	Instruct strength and conditioning techniques
SISSSTC402A	Develop strength and conditioning programs

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT52215 Diploma of Shiatsu and Oriental Therapies

Modification History

Release	Comments
Release 2	This version was released in HLT Health Training Package release 3.0. Updated title of HLTINF004. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change to packaging rules. Significant changes to core units. Minimum clinic requirement of 200 hours.

Qualification Description

This qualification reflects the role of Shiatsu therapists who provide therapeutic Shiatsu treatments and other oriental therapies. Practitioners may be self-employed as independent practitioners or work in a larger health service.

To achieve this qualification, the candidate must have completed at least 200 hours of work as detailed in the Assessment Requirements of units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 22

19 core units

3 elective units, consisting of:

at least 1 unit from the Business Management group below

up to 2 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM006	Establish and manage client relationships
CHCDIV001	Work with diverse people
CHCLEG003	Manage legal and ethical compliance
CHCPRP003	Reflect on and improve own professional practice
CHCPRP005	Engage with health professionals and the health system
HLTAAP002	Confirm physical health status
HLTAAP003	Analyse and respond to client health information
HLTAID003	Provide first aid
HLTINF004	Manage the prevention and control of infection
HLTSHU001	Work within a framework of traditional oriental medicine
HLTSHU002	Develop Shiatsu practice
HLTSHU003	Maintain personal health and awareness for traditional oriental medicine practice
HLTSHU004	Perform Shiatsu therapy health assessments
HLTSHU005	Perform oriental therapies health assessments
HLTSHU006	Provide Shiatsu therapy treatments
HLTSHU007	Provide oriental therapies treatments
HLTSHU008	Adapt Shiatsu and oriental therapies practice to meet specific needs
HLTSHU009	Monitor and evaluate traditional oriental medicine treatments
HLTWHS004	Manage work health and safety

Elective units

Business Management

BSBSMB403	Market the small business
BSBSMB404	Undertake small business planning
BSBSMB405	Monitor and manage small business operations
BSBSMB406	Manage small business finances

Other electives

CHCAGE001	Facilitate the empowerment of older people
CHCCCS001	Address the needs of people with chronic disease
CHCDIS007	Facilitate the empowerment of people with disability
CHCMHS001	Work with people with mental health issues
CHCPOL003	Research and apply evidence to practice
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPRP002	Collaborate in professional practice

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT52315 Diploma of Clinical Aromatherapy

Modification History

Release	Comments
Release 2	This version was released in HLT Health Training Package release 3.0. Updated title of HLTINF004. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change to packaging rules. Significant change to core units. Removal of entry requirements. Minimum clinic requirement of 120 hours.

Qualification Description

This qualification reflects the role of clinical aromatherapists, who provide therapeutic treatments to address a range of health issues. Practitioners may be self-employed or may work within a larger health service.

To achieve this qualification, the candidate must have completed at least 120 hours of work as detailed in the Assessment Requirements of units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 20

16 core units

4 elective units, consisting of:

at least 1 unit from the Business Management group below

up to 3 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM006	Establish and manage client relationships
CHCDIV001	Work with diverse people
CHCLEG003	Manage legal and ethical compliance
CHCPRP003	Reflect on and improve own professional practice
CHCPRP005	Engage with health professionals and the health system
HLTAAP003	Analyse and respond to client health information
HLTAID003	Provide first aid
HLTARO001	Develop aromatherapy practice
HLTARO002	Source and prepare aromatherapy products
HLTARO003	Perform aromatherapy health assessments
HLTARO004	Provide therapeutic aromatherapy treatments
HLTARO005	Provide aromatherapy massage treatments
HLTARO006	Adapt aromatherapy treatments to specific needs
HLTARO007	Monitor and evaluate aromatherapy treatments
HLTINF004	Manage the prevention and control of infection
HLTWHS004	Manage work health and safety

Elective units

Business Management

BSBSMB403	Market the small business
BSBSMB404	Undertake small business planning
BSBSMB405	Monitor and manage small business operations
BSBSMB406	Manage small business finances

Other electives

CHCAGE001	Facilitate the empowerment of older people
CHCCCS027	Visit client residence
CHCCCS001	Address the needs of people with chronic disease
CHCMHS001	Work with people with mental health issues
CHCPOL003	Research and apply evidence to practice
CHCPRP001	Develop and maintain networks and collaborative partnerships
HLTHPS010	Interpret and use information about nutrition and diet
HLTMSG001	Develop massage practice
HLTMSG002	Assess client massage needs
HLTMSG004	Provide massage treatments

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT52415 Diploma of Kinesiology

Modification History

Release	Comments
Release 2	This version was released in HLT Health Training Package release 3.0. Updated title of HLTINF004. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change to packaging rules. Significant change to core units Removal of entry requirements. Minimum clinic requirement of 200 hours.

Qualification Description

This qualification reflects the role of kinesiologists, who provide kinesiology balances to address a broad range of health and well-being issues. Practitioners are usually self-employed but may work within a larger health service.

To achieve this qualification, the candidate must have completed at least 200 hours of work as detailed in the Assessment Requirements of units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 19

13 core units

6 elective units, consisting of:

at least 1 unit from the Business Management group below

up to 5 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM006	Establish and manage client relationships
CHCDIV001	Work with diverse people
CHCLEG003	Manage legal and ethical compliance
CHCPRP003	Reflect on and improve own professional practice
HLTAAP003	Analyse and respond to client health information
HLTAID003	Provide first aid
HLTHPS010	Interpret and use information about nutrition and diet
HLTKIN001	Develop kinesiology practice
HLTKIN002	Conduct indicator muscle monitoring
HLTKIN003	Perform kinesiology assessments
HLTKIN004	Provide kinesiology balances
HLTKIN005	Monitor and evaluate client progress
HLTWHS004	Manage work health and safety

Elective units

Business Management

BSBSMB403	Market the small business
BSBSMB404	Undertake small business planning
BSBSMB405	Monitor and manage small business operations
BSBSMB406	Manage small business finances

Other electives

CHCAGE001	Facilitate the empowerment of older people
CHCCCS001	Address the needs of people with chronic disease
CHCMHS001	Work with people with mental health issues
CHCDIS007	Facilitate the empowerment of people with disability
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPOL003	Research and apply evidence to practice
HLTINF004	Manage the prevention and control of infection
SIRXRPK001A	Recommend health and nutritional products

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT52515 Diploma of Reflexology

Modification History

Release	Comments
Release 2	This version was released in HLT Health Training Package release 3.0. Updated title of HLTINF004. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change to packaging rules. Significant changes to core units. Minimum clinic requirement of 120 hours.

Qualification Description

This qualification reflects the role of reflexologists who provide reflexology for relaxation and therapeutic treatments to address specific needs and health concerns. Practitioners may be self-employed as independent practitioners or work in a larger health service.

To achieve this qualification, the candidate must have completed at least 120 hours of work as detailed in the Assessment Requirements of units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 21

15 core units

6 elective units, consisting of:

at least 1 unit from the Business Management group below

up to 5 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM006	Establish and manage client relationships
CHCDIV001	Work with diverse people
CHCLEG003	Manage legal and ethical compliance
CHCPRP003	Reflect on and improve own professional practice
CHCPRP005	Engage with health professionals and the health system
HLTAAP003	Analyse and respond to client health information
HLTAID003	Provide first aid
HLTINF004	Manage the prevention and control of infection
HLTREF001	Develop reflexology practice
HLTREF002	Provide reflexology for relaxation
HLTREF003	Perform reflexology health assessments
HLTREF004	Provide therapeutic reflexology treatments
HLTREF005	Adapt reflexology treatments to meet specific needs
HLTREF006	Monitor and evaluate reflexology treatments
HLTWHS004	Manage work health and safety

Elective units

Business Management

BSBSMB403	Market the small business
BSBSMB404	Undertake small business planning
BSBSMB405	Monitor and manage small business operations
BSBSMB406	Manage small business finances

Other electives

CHCAGE001	Facilitate the empowerment of older people
CHCCCS001	Address the needs of people with chronic disease
CHCCCS027	Visit client residence
CHCDIS007	Facilitate the empowerment of people with disability
CHCMHS001	Work with people with mental health issues
CHCPOL003	Research and apply evidence to practice
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPRP002	Collaborate in professional practice
HLTARO001	Develop aromatherapy practice
HLTARO002	Source and prepare aromatherapy products
HLTHPS010	Interpret and use information about nutrition and diet
HLTMSG001	Develop massage practice
HLTMSG002	Assess client massage needs
HLTMSG004	Provide massage treatments
HLTSHU001	Work within a framework of traditional oriental medicine

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT52615 Diploma of Ayurvedic Lifestyle Consultation

Modification History

Release	Comments
Release 2	This version was released in HLT Health Training Package release 3.0. Updated title of HLTINF004. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Upgrading of qualification to Diploma. Significant changes to core units. Minimum clinic requirement of 200 hours.

Qualification Description

This qualification reflects the role of Ayurvedic lifestyle consultants who provide advice, selected remedies and therapies according to Ayurvedic principles. People working at this level may be self-employed independent practitioners or work in a larger health service.

To achieve this qualification, the candidate must have completed 200 hours of work as detailed in the Assessment Requirements of units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 18

13 core units

5 elective units, consisting of:

at least 1 unit from the Business Management group below

up to 4 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM006	Establish and manage client relationships
CHCDIV001	Work with diverse people
CHCLEG003	Manage legal and ethical compliance
CHCPRP003	Reflect on and improve own professional practice
HLTAAP002	Confirm physical health status
HLTAID003	Provide first aid
HLTAYV001	Develop Ayurvedic practice
HLTAYV002	Make Ayurvedic lifestyle assessments
HLTAYV003	Provide Ayurvedic bodywork therapies
HLTAYV004	Provide Ayurvedic lifestyle advice
HLTAYV005	Provide advice on Ayurvedic nutrition
HLTINF004	Manage the prevention and control of infection
HLTWHS004	Manage work health and safety

Elective units

Business management

BSBSMB403	Market the small business
BSBSMB404	Undertake small business planning
BSBSMB405	Monitor and manage small business operations
BSBSMB406	Manage small business finances

Other electives

CHCAGE001	Facilitate the empowerment of older people
CHCCCS001	Address the needs of people with chronic disease
CHCDIS007	Facilitate the empowerment of people with disability
CHCMHS001	Work with people with mental health issues
CHCPOL003	Research and apply evidence to practice
CHCPRP001	Develop and maintain networks and collaborative partnerships
HLTHPS010	Interpret and use information about nutrition and diet
HLTMSG001	Develop massage practice
HLTMSG002	Assess client massage needs
HLTMSG004	Provide massage treatments

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT54115 Diploma of Nursing

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLT51612. Change to packaging rules. Significant change to core units.

Qualification Description

This qualification reflects the role of an enrolled nurse working under supervision of a registered nurse. This qualification covers the application of skills and knowledge required to provide nursing care for people across the health sector. A lifespan approach should underpin this qualification with relevant competencies that relate to the different stages of life identified within the units.

To be eligible to apply for registration as an enrolled nurse and to practice in Australia, you must complete a Diploma of Nursing program accredited by the Australian Nursing and Midwifery Accreditation Council (ANMAC) and approved as ‘an approved program of study’ by the Nursing and Midwifery Board of Australia (NMBA ) in accordance with the Enrolled Nurse Accreditation Standards. Visit https://www.ahpra.gov.au/Accreditation/Approved-Programs-of-Study.aspx?ref=Nurse&Type=General&div=Enrolled%20Nurse%20%28Division%202%29 to confirm your chosen Registered Training Organisation (RTO) holds the necessary accreditation.

Note that the scope of practice for enrolled nurses is determined by state and territory legislative requirements and the policies and procedures of the employing organisation. Users of this qualification must refer to those instruments in the development of training and assessment strategies.

^ From 1 July 2022 the elective units HLTAID003, HLTAID006 must no longer be delivered and will be replaced in the Packaging Rules by the units HLTAID011, HLTAID014 - for more information see: https://asqa.gov.au/news-events/news/reminder-about-superseded-hlt-first-aid-units

Packaging Rules

Total number of units = 25

20 core units

5 elective units, consisting of:

at least 3 units from the electives listed below

up to 2 units from any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

#$#$#$#Added in HLTAID011

Core units

CHCDIV001	Work with diverse people
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCPRP003	Reflect on and improve own professional practice
HLTAAP002	Confirm physical health status
HLTAAP003	Analyse and respond to client health information
HLTENN001	Practise nursing within the Australian health care system
HLTENN002	Apply communication skills in nursing practice
HLTENN003	Perform clinical assessment and contribute to planning nursing care
HLTENN004	Implement, monitor and evaluate nursing care plans
HLTENN005	Contribute to nursing care of a person with complex needs
HLTENN006	Apply principles of wound management in the clinical environment
HLTENN007	Administer and monitor medicines and intravenous therapy
HLTENN008	Apply legal and ethical parameters to nursing practice
HLTENN009	Implement and monitor care for a person with mental health conditions
HLTENN011	Implement and monitor care for a person with acute health problems
HLTENN012	Implement and monitor care for a person with chronic health problems
HLTENN013	Implement and monitor care of the older person
HLTENN015	Apply nursing practice in the primary health care setting
HLTINF001	Comply with infection prevention and control policies and procedures
HLTWHS002	Follow safe work practices for direct client care

Elective units

CHCCCS027	Visit client residence
CHCCOM005	Communicate and work in the health or community services
CHCLLN001	Respond to client language, literacy and numeracy needs
CHCPOL003	Research and apply evidence to practice
HLTAHA023	Support the provision of basic nutrition advice and education
HLTAID003 ^ HLTAID011	Provide first aid Provide First Aid (must be delivered from 1 July 2022)
HLTAID006 ^ HLTAID014	Provide advanced first aid Provide Advanced First Aid (must be delivered from 1 July 2022)
HLTENN010	Apply a palliative approach in nursing practice
HLTENN014	Contribute to maternal and infant health care
HLTENN025	Implement and monitor care for a person with diabetes
HLTINF003	Implement and monitor infection prevention and control policy and procedures
HLTOHC001	Recognise and respond to oral health issues
HLTOHC002	Inform and support patients and groups about oral health
HLTOHC003	Apply and manage use of basic oral health products
HLTOHC004	Provide or assist with oral hygiene
HLTWHS003	Maintain work health and safety
HLTWHS006	Manage personal stressors in the work environment
BSBLDR403	Lead team effectiveness
BSBWOR404	Develop work priorities
TAEDEL402A	Plan, organise and facilitate learning in the workplace

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT55115 Diploma of Dental Technology

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLT50512. Change to packaging rules.

Qualification Description

This qualification reflects the role of a dental technician responsible for construction and repair of dentures and other dental appliances including crowns, bridges, partial dentures, pre- and post-oral and maxillofacial surgical devices, and orthodontic appliances.

Dental technicians work in dental laboratories on their own or in small groups, under the prescription of dentists.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 25

20 core units

5 elective units

at least 3 units from the electives listed below

up to 2 units from any endorsed Training Package or accredited course – these units must be relevant to the work outcome.

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
HLTAID003	Provide first aid
HLTDET001	Construct models
HLTDET002	Construct custom impression trays
HLTDET003	Construct registration rims
HLTDET004	Articulate models and transfer records
HLTDET005	Construct thermoformed bases and appliances
HLTDET006	Construct immediate dentures
HLTDET007	Construct removable acrylic partial dentures
HLTDET008	Construct cast alloy removable partial denture framework
HLTDET009	Construct crown and bridge structures
HLTDET010	Join alloy structures
HLTDET011	Construct ceramic and fixed restorations
HLTDET012	Construct orthodontic appliances
HLTDET013	Construct oral splints
HLTDET014	Repair and modify dentures and appliances
HLTDET015	Construct complete removable acrylic dentures and appliances
HLTINF001	Comply with infection prevention and control policies and procedures
HLTWHS003	Maintain work health and safety

Elective units

CHCCOM002	Use communication to build relationships
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCDIV003	Manage and promote diversity
CHCPRP005	Engage with health professionals and the health system
HLTAID006	Provide advanced first aid
HLTINF002	Process reusable devices and equipment
BSBADM311	Maintain business resources
BSBADM409	Coordinate business resources
BSBCUS301	Deliver and monitor a service to customers
BSBCUS403	Implement customer service standards
BSBFIA402	Report on financial activity
BSBLDR403	Lead team effectiveness
BSBMGT402	Implement operational plan
BSBPMG522	Undertake project work
BSBRKG403	Set up a business or records system for a small business
BSBWOR204	Use business technology

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT57415 Diploma of Audiometry

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change to packaging rules. Significant changes to core units. Removal of entry requirements.

Qualification Description

This qualification reflects the role of audiometrists who conduct hearing assessments to identify hearing impairment and take appropriate action based on the test results. They may refer clients for further audiological or medical assessment, and be involved in care management and education programs. At this level, audiometrists also prescribe and dispense hearing aids and/or other listening devices to assist in hearing rehabilitation. Audiometrists may work in medical or industrial contexts or as independent practitioners.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 19

11 core units

8 elective units, consisting of:

at least 2 units from the Audiometry units listed below

up to 6 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM006	Establish and manage client relationships
CHCDIV001	Work with diverse people
CHCEDU008	Share health information
CHCLEG001	Work legally and ethically
HLTAAP002	Confirm physical health status
HLTAID003	Provide first aid
HLTAUD001	Assess hearing
HLTAUD004	Develop and implement individual hearing rehabilitation programs
HLTAUD005	Dispense hearing devices
HLTINF001	Comply with infection prevention and control policies and procedures
HLTWHS003	Maintain work health and safety

Elective units

Audiometry

HLTAUD002	Conduct play audiometry
HLTAUD006	Remove cerumen
HLTAUD003	Assess and respond to occupational noise risk

Other electives

CHCAGE001	Facilitate the empowerment of older people
CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCPOL003	Research and apply evidence to practice
HLTINF002	Process reusable medical devices and equipment
BSBCUS301	Deliver and monitor a service to customers
BSBFLM303	Contribute to effective workplace relationships
BSBINM301	Organise workplace information
BSBINN301	Promote innovation in a team environment
BSBLDR402	Lead effective workplace relationships
BSBMKG413	Promote products and services
BSBRES401	Analyse and present research information
BSBWOR404	Develop work priorities
TAEASS301B	Contribute to assessment
TAEASS401B	Plan assessment activities and processes
TAEASS402B	Assess competence
TAEDEL301A	Provide work skill instruction
TAEDEL401A	Plan, organise and deliver group-based learning
TAEDEL402A	Plan, organise and facilitate learning in the workplace

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT57715 Diploma of Practice Management

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change to packaging rules.

Qualification Description

This qualification reflects the role of business or practice managers who manage the operation of small to medium sized health practices.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 15

10 core units

5 elective units, consisting of:

up to 5 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCDIV001	Work with diverse people
CHCLEG003	Manage legal and ethical compliance
HLTADM004	Manage health billing and accounting system
HLTINF003	Implement and monitor infection prevention control policies and procedures
HLTWHS004	Manage work health and safety
BSBCUS501	Manage quality customer service
BSBFIM501	Manage budgets and financial plans
BSBMED301	Interpret and apply medical terminology appropriately
BSBMGT502	Manage people performance
BSBRSK501	Manage risk

Elective units

CHCDIV003	Manage and promote diversity
CHCPOL002	Develop and implement policy
CHCPRP003	Reflect on and improve own professional practice
CHCPRP005	Engage with health professionals and the health system
HLTADM001	Administer and coordinate Telehealth services
HLTADM002	Manage Telehealth technology
BSBADM502	Manage meetings
BSBADV507	Develop a media plan
BSBADV509	Create mass print media advertisements
BSBADV510	Create mass electronic media advertisements
BSBAUD503	Lead a quality audit
BSBAUD504	Report on a quality audit
BSBHRM502	Manage human resources management information systems
BSBHRM505	Manage remuneration and employee benefits
BSBHRM506	Manage recruitment selection and induction processes
BSBHRM507	Manage separation or termination
BSBHRM509	Manage rehabilitation or return to work programs
BSBHRM512	Develop and manage performance-management processes
BSBINM501	Manage an information or knowledge management system
BSBMGT516	Facilitate continuous improvement
BSBMGT517	Manage operational plan
BSBMKG501	Identify and evaluate marketing opportunities
BSBMKG502	Establish and adjust the marketing mix
BSBMKG514	Implement and monitor marketing activities
BSBMKG608	Develop organisational marketing objectives
BSBPUR501	Develop, implement and review purchasing strategies
BSBRKG502	Manage and monitor business or records systems
BSBSUS501	Develop workplace policy and procedures for sustainability
BSBWOR502	Lead and manage team effectiveness
BSBWRK510	Manage employee relations

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT57915 Diploma of Anaesthetic Technology

Modification History

Release	Comments
Release 2	This version was released in HLT Health Training Package release 3.0. Corrected typographical error: HLTAID001. Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change to packaging rules. Significant changes to core units.

Qualification Description

This qualification reflects the role of Anaesthetic Technicians who work in consultation with, and under the direction of, anaesthetists, during the induction, maintenance and emergence phases of anaesthesia.

No licensing, legislative or certification requirements apply to this qualification at the time of publication.

^ From 1 July 2022 the core unit HLTAID001 must no longer be delivered and will be replaced in the Packaging Rules by the unit HLTAID009 - for more information see: https://asqa.gov.au/news-events/news/reminder-about-superseded-hlt-first-aid-units

Packaging Rules

Total number of units = 17

15 core units

2 elective units, consisting of:

up to 2 units from the electives listed below, any endorsed Training Packages or accredited course – these units must be relevant to the job outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM005	Communicate and work in health or community services
CHCDIV001	Work with diverse people
CHCPRP003	Reflect on and improve own professional practice
HLTAAP003	Analyse and respond to client health information
HLTAID001 ^ HLTAID009	Provide cardiopulmonary resuscitation Provide cardiopulmonary resuscitation (must be delivered from 1 July 2022)
HLTANA001	Prepare clients for anaesthesia
HLTANA002	Monitor clients during anaesthesia
HLTANA003	Assist with airway management
HLTANA004	Respond to anaesthesia related emergencies
HLTANA005	Maintain quality and supply of anaesthetic equipment and consumables
HLTANA006	Assist with clinical procedures used in anaesthesia
HLTANA007	Monitor medications in the anaesthetic environment
HLTINF001	Comply with infection prevention and control policies and procedures
HLTWHS003	Maintain work health and safety
BSBMED301	Interpret and apply medical terminology appropriately

Elective units

CHCDIV002	Promote Aboriginal and/or Torres Strait Islander cultural safety
CHCLEG001	Work legally and ethically
HLTWHS006	Manage personal stressors in the work environment
BSBINM401	Implement workplace information system
BSBLDR402	Lead effective workplace relationships
BSBLDR403	Lead team effectiveness
BSBMGT402	Implement operational plan
BSBMGT406	Plan and monitor continuous improvement
BSBRES401	Analyse and present research information
TAEDEL404A	Mentor in the workplace

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT60113 Advanced Diploma of Aboriginal and/or Torres Strait Islander Health Care

Modification History

Release	Comments
Release 5	Units of competency updated (see mapping at www.cshisc.com.au). Updated title of HLTINF004. Equivalent outcome.
Release 4	Units of competency updated (see mapping at www.cshisc.com.au). Equivalent outcome.
Release 3	Added Taxonomy data. Equivalent outcome.
Release 2	Corrections to metadata and mapping
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the New Standards for Training Packages. Overall – increased from 16 to 18 units Core – increased from 8 to 10 units Electives – remained 8 units Includes first aid and updated WHS unit Removal of entry requirements

Qualification Description

This qualification reflects the role of senior Aboriginal and/or Torres Strait Islander health workers working in primary health care positions to provide advanced primary health care skills or management of a health clinic or service, and who have extensive experience in primary health care work and relevant qualifications.

The Advanced Diploma of Aboriginal and/or Torres Strait Islander Primary Health Care qualification covers workers who integrate knowledge of Aboriginal and/or Torres Strait Islander Primary Health Care into broader aspects of management and community development, contributing to policy-making and decision-making across the spectrum of service delivery.

Candidates who will benefit the most from undertaking this Advanced Diploma will have either the:

the Diploma of Aboriginal and/or Torres Strait Islander Primary Health Care Practice

the Diploma of Aboriginal and/or Torres Strait Islander Primary Health Care

a relevant tertiary qualification

and

at least two years full time work experience in the delivery of comprehensive primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

No licensing, legislative or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 18, including: 10 core units 8 elective units, of which: at least 5 units must come from the list below up to 3 units may be selected from any endorsed Training Packages or accredited courses relevant to the work outcome no more than 3 units in total may be selected from the Business Services Training Package. All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

HLTAHW061	Engage in community health research
HLTAHW066	Manage the delivery of Aboriginal and/or Torres Strait Islander primary health care
HLTAHW067	Manage health education and promotion
HLTAHW068	Develop work plans
HLTAHW069	Develop health care policy
HLTAHW070	Manage human resources
HLTINF004	Manage the prevention and control of infection
HLTWHS004	Manage workplace health and safety
BSBMGT605	Provide leadership across the organisation
BSBMGT608	Manage innovation and continuous improvement

Elective units

CHCADV005	Provide systems advocacy services
CHCCDE007	Develop and provide community projects
CHCDIV001	Work with diverse people
CHCEDU002	Plan health promotion and community intervention
CHCEDU008	Share health information
CHCMGT007	Work effectively with the Board of an organisation
CHCPRP003	Reflect on and improve own professional practice
HLTAHW025	Provide information and strategies in health care
HLTAHW032	Supervise individual workers
HLTAHW033	Maintain community health profile
HLTAHW034	Provide healthy lifestyle programs and advice
HLTAHW043	Facilitate access to tertiary health services
HLTAHW050	Develop a healing framework for social and emotional wellbeing work
HLTAHW051	Respond to loss, grief and trauma
HLTAHW061	Engage in community health research
HLTAHW062	Supervise health care team
HLTAHW063	Implement office systems
HLTAHW064	Manage budgets
HLTAHW072	Provide guidance in social and emotional wellbeing
HLTAHW073	Practice social and emotional wellbeing in a clinical setting
HLTAHW074	Provide closure on healing processes
HLTAHW075	Manage community health projects
HLTAHW076	Plan for community emergencies
HLTAHW077	Provide supervision for social and emotional wellbeing workers
HLTAHW078	Work within a narrative approach
HLTPOP019	Apply a population health framework
HLTPOP020	Work with the community to identify health needs
HLTPOP021	Plan a population health project
HLTPOP022	Evaluate a population health project
HLTPOP023	Build capacity to promote health
HLTPOP024	Develop a disaster plan
HLTWHS003	Maintain work health and safety
AHCCCF402A	Report on project
BSBADM409	Coordinate business resources
BSBADM502	Manage meetings
BSBATSIM414	Oversee the organisation’s annual budget
BSBATSIM416	Oversee organisational planning
BSBATSIM418	Oversee financial management
BSBATSIM419	Contribute to the development and implementation of organisational policies
BSBATSIM420	Oversee asset management
BSBATSIM421	Support a positive and culturally appropriate workplace culture
BSBATSIM505	Control organisational finances
BSBATSIM506	Develop employment policies
BSBATSIM511	Develop enterprise opportunities
BSBATSIW515	Secure funding
BSBAUD503	Lead a quality audit
BSBFIM501	Manage budgets and financial plans
BSBHRM404	Review human resources functions
BSBHRM405	Support the recruitment, selection and induction of staff
BSBINN601	Lead and manage organisational change
BSBLDR403	Lead team effectiveness
BSBMGT502	Manage people performance
BSBMGT517	Manage operational plan
BSBMGT605	Provide leadership across the organisation
BSBMGT616	Develop and implement strategic plans
BSBMGT617	Develop and implement a business plan
BSBPUB402	Develop public relations campaigns
BSBRSK501	Manage risk
BSBSUS501	Develop workplace policy and procedures for sustainability
TAEASS301B	Contribute to assessment
TAEASS401B	Plan assessment activities and processes
TAEASS402B	Assess competence
TAEASS403B	Participate in assessment validation
TAEDEL301A	Provide work skill instruction
TAEDEL402A	Plan, organise and facilitate learning in the workplace
TAEDEL404A	Mentor in the workplace

Qualification Mapping Information

No equivalent qualification

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT62615 Advanced Diploma of Ayurveda

Modification History

Release	Comments
Release 2	This version was released in HLT Health Training Package release 3.0. Updated title of HLTINF004. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Change to packaging rules. Significant changes to core units. Minimum clinic requirement of 400 hours.

Qualification Description

This qualification reflects the role of Ayurvedic practitioners who possess well developed cognitive and communication skills plus specialised knowledge of Ayurvedic medicine that allows them to formulate responses to specific therapeutic needs. Practitioners at this level may be self-employed as independent practitioners or work in a larger health service.

To achieve this qualification, the candidate must have completed 400 hours of work as detailed in the Assessment Requirements of units of competency.

No licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication.

Packaging Rules

Total number of units = 25

21 core units

4 elective units, consisting of:

at least 1 unit from the Business Management group below

up to 3 units from the electives listed below, any endorsed Training Package or accredited course – these units must be relevant to the work outcome

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCCOM006	Establish and manage client relationships
CHCDIV001	Work with diverse people
CHCLEG003	Manage legal and ethical compliance
CHCPRP003	Reflect on and improve own professional practice
CHCPRP005	Engage with health professionals and the health system
HLTAAP003	Analyse and respond to client health information
HLTAID003	Provide first aid
HLTAYV001	Develop Ayurvedic practice
HLTAYV002	Make Ayurvedic lifestyle assessments
HLTAYV003	Provide Ayurvedic bodywork therapies
HLTAYV004	Provide Ayurvedic lifestyle advice
HLTAYV005	Provide advice on Ayurvedic nutrition
HLTAYV006	Take cases within an Ayurvedic framework
HLTAYV007	Diagnose conditions within an Ayurvedic framework
HLTAYV008	Provide Ayurvedic remedial therapies
HLTAYV009	Provide therapeutic Ayurvedic nutritional advice
HLTAYV010	Select and advise on Ayurvedic medicines - dravyaguna
HLTAYV011	Prepare and dispense Ayurvedic medicines - dravyaguna
HLTAYV012	Monitor and evaluate Ayurvedic treatments
HLTINF004	Manage the prevention and control of infection
HLTWHS004	Manage work health and safety

Elective units

Business management

BSBSMB403	Market the small business
BSBSMB404	Undertake small business planning
BSBSMB405	Monitor and manage small business operations
BSBSMB406	Manage small business finances

Other electives

CHCAGE001	Facilitate the empowerment of older people
CHCCCS001	Address the needs of people with chronic disease
CHCDIS007	Facilitate the empowerment of people with disability
CHCMHS001	Work with people with mental health issues
CHCPOL003	Research and apply evidence to practice
CHCPRP001	Develop and maintain networks and collaborative partnerships
HLTHPS010	Interpret and use information about nutrition and diet
HLTMSG001	Develop massage practice
HLTMSG002	Assess client massage needs
HLTMSG004	Provide massage treatments

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT64115 Advanced Diploma of Nursing

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLT61107. Change to packaging rules. Significant change to the Core units. Entry Requirement.

Qualification Description

This qualification reflects the role of enrolled nurses with advanced skills who work in a specialised area of nursing practice. At this level, enrolled nurses integrate and adapt specialised, technical and theoretical knowledge to address a diverse range of clinical situations and challenges in their area of specialisation. They contribute to the continuous improvement of clinical practice using research and participation in broader organisational quality processes. Enrolled nurses retain responsibility for their own actions while remaining accountable to the Registered Nurse/Midwife for all delegated functions.

Note that the scope of practice for this job role is determined by state and territory legislative requirements and the policies and procedures of the employing organisation. Users of this qualification must refer to those instruments in the development of training and assessment strategies.

^ From 1 July 2022 the elective units HLTAID005, HLTAID007 must no longer be delivered and will be replaced in the Packaging Rules by the units HLTAID013, HLTAID015 - for more information see: https://asqa.gov.au/news-events/news/reminder-about-superseded-hlt-first-aid-units

Entry Requirements

Entry to this qualification is open to individuals who are currently working in Australia as an enrolled nurse and hold current registration as an enrolled nurse without notation with the Nursing and Midwifery Board of Australia www.nursingmidwiferyboard.gov.au

No other licensing, legislative, regulatory or certification requirements apply to this qualification at the time of publication

Packaging Rules

Total number of units = 10

3 core units

7 elective units, consisting of:

units required for 1 specialisation as detailed below

up to 2 units from the electives listed below, or any endorsed Training Package or accredited course – these units must be relevant to the work outcome

Packaging Rules for each specialisation:

5 Group A electives, including HLTENN007, HLTENN023 and HLTENN024, must be selected for award of the Advanced Diploma of Nursing (Acute care)

All Group B electives must be selected for award of the Advanced Diploma of Nursing (Aged care and individual support work)

All Group C electives must be selected for award of the Advanced Diploma of Nursing (Critical care)

5 Group D electives, including CHCMHS005, CHCMHS006 and HLTENN031, must be selected for award of the Advanced Diploma of Nursing (Mental health)

All Group E electives must be selected for award of the Advanced Diploma of Nursing (Perioperative)

All Group F electives must be selected for award of the Advanced Diploma of Nursing (Renal care)

5 Group G electives, including HLTENN007, HLTENN016 and HLTENN032, must be selected for award of the Advanced Diploma of Nursing (Rural and remote)

All electives chosen must contribute to a valid, industry-supported vocational outcome.

Core units

HLTENN020	Conduct clinical assessments
HLTENN033	Research and report on nursing trends and practice
HLTENN034	Contribute to the improvement of clinical practice

Elective units

Group A electives – ACUTE CARE specialisation

HLTENN007	Administer and monitor medicines and intravenous therapy
HLTENN010	Apply a palliative approach in nursing practice
HLTENN017	Apply nursing practice in the orthopaedic care setting
HLTENN018	Apply nursing practice in the rehabilitation care setting
HLTENN023	Apply nursing practice in the respiratory care setting
HLTENN024	Apply nursing practice in the cardiovascular care setting
HLTENN025	Implement and monitor care for a person with diabetes
HLTENN028	Apply nursing practice in the paediatric care setting

Group B electives – AGED CARE AND INDIVIDUAL SUPPORT specialisation

CHCAGE005	Provide support to people living with dementia
CHCCSM002	Implement case management practice
CHCDIS010	Provide person-centred services to people with disability with complex needs
HLTENN010	Apply a palliative approach in nursing practice
HLTENN029	Apply nursing practice in contemporary aged care settings

Group C electives – CRITICAL CARE specialisation

HLTENN007	Administer and monitor medicines and intravenous therapy
HLTENN016	Apply nursing practice in the emergency care setting
HLTENN021	Apply nursing practice in the critical care setting
HLTENN023	Apply nursing practice in the respiratory care setting
HLTENN024	Apply nursing practice in the cardiovascular care setting

Group D electives – MENTAL HEALTH specialisation

CHCCCS019	Recognise and respond to crisis situations
CHCCCS003	Increase the safety of individuals at risk of suicide
CHCCSM002	Implement case management practice
CHCMHS005	Provide services to people with co-existing mental health and alcohol and other drugs issues
CHCMHS006	Facilitate the recovery process with the person, family and carers
HLTENN031	Apply nursing practice in contemporary mental health care settings

Group E electives – PERIOPERATIVE specialisation

HLTENN007	Administer and monitor medicines and intravenous therapy
HLTENN023	Apply nursing practice in the respiratory care setting
HLTENN024	Apply nursing practice in the cardiovascular care setting
HLTENN026	Apply nursing practice in the perioperative care setting
HLTINF003	Implement and monitor infection prevention and control policies and procedures

Group F electives – RENAL CARE specialisation

CHCCSM002	Implement case management practice
HLTENN007	Administer and monitor medicines and intravenous therapy
HLTINF003	Implement and monitor infection prevention and control policy and procedures
HLTRNL001	Support a person with chronic kidney disease
HLTRNL002	Provide care and support to a person undergoing renal replacement therapy

Group G electives – RURAL AND REMOTE specialisation

CHCMHS005	Provide services to people with co-existing mental health and alcohol and other drugs issues
HLTENN007	Administer and monitor medicines and intravenous therapy
HLTENN016	Apply nursing practice in the emergency care setting
HLTENN032	Apply nursing practice in the rural and remote setting
HLTENN014	Contribute to maternal and infant health care
HLTENN015	Apply nursing practice in the primary health care setting

Other electives

CHCAOD004	Assess needs of clients with alcohol and other drugs issues
CHCAOD005	Provide alcohol and other drugs withdrawal services
CHCAOD008	Provide advanced interventions to meet the needs of clients with alcohol and other drugs issues
CHCCCS014	Provide brief interventions
CHCCSM005	Develop, facilitate and review all aspects of case management
CHCDIS003	Support community participation and social inclusion
CHCDIS006	Develop and promote positive person-centred behaviour support
CHCDIS007	Facilitate the empowerment of people with disability
CHCDIS009	Facilitate ongoing skills development using a person-centred approach
CHCMGT003	Lead the work team
HLTADM001	Administer and coordinate Telehealth services
HLTAID005 ^ HLTAID013	Provide first aid in remote situations Provide First Aid in remote or isolated site (must be delivered from 1 July 2022)
HLTAID007 ^ HLTAID015	Perform advanced resuscitation Provide advanced resuscitation and oxygen therapy (must be delivered from 1 July 2022)
HLTENN019	Apply nursing practice in sexual and reproductive health care
HLTENN022	Contribute to the registration, eligibility and assessment of donors
HLTENN027	Apply nursing practice in the hyperbaric environment
HLTENN030	Implement and monitor care of a person with a stoma
HLTHPS008	Provide clinical mentoring in the work environment
HLTHPS009	Perform peripheral intravenous cannulation
HLTWHS004	Manage work health and safety
HLTWHS006	Manage personal stressors in the work environment

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLT65015 Advanced Diploma of Dental Prosthetics

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLT60412. Change to packaging rules. Minimum work requirement of 240 hours. Entry requirement.

Qualification Description

This qualification reflects the role of a dental prosthetist who works as independent practitioners in the assessment, treatment, management of a person who requires provision of removable dentures; and who also provides unique flexible removable mouthguards used for sporting activities.

To achieve this qualification, the candidate must have completed at least of 240 hours of dental prosthetist clinical practice work as detailed in the Assessment Requirements of the units of competency.

A graduate holding an Advanced Diploma of Dental Prosthetics approved by the Dental Board of Australia is able to apply for registration with the Dental Board of Australia. Further information on registration is available at www.dentalboard.gov.au

Entry Requirements

To gain entry into HLT65015 Advanced Diploma of Dental Prosthetics a candidate must hold the HLT55115 Diploma of Dental Technology or its equivalent.

Packaging Rules

Total number of units = 12

11 core units

1 elective unit from the electives listed below or from any other endorsed Training Package or accredited course – this unit must be relevant to the work outcome.

Elective chosen must contribute to a valid, industry-supported vocational outcome.

Core units

CHCPOL003	Research and apply evidence to practice
HLTDEN004	Implement an individualised oral hygiene program
HLTDEP001	Identify, select and prepare instruments, equipment and materials
HLTDEP002	Gather data, conduct dental prosthetic examination and develop treatment plan
HLTDEP003	Take impressions
HLTDEP004	Establish and record jaw relationships and select artificial teeth
HLTDEP005	Evaluate a removable dental prosthesis at try-in stage
HLTDEP006	Insert and issue a completed removable dental prosthesis
HLTDEP007	Perform maintenance treatment for clients with removable dental prostheses
HLTDEP008	Construct and insert an implant retained overdenture
HLTINF002	Process reusable instruments and equipment

Electives

HLTDEN011	Implement an oral health promotion program
HLTDEN014	Take a clinical photograph
BSBFIM501	Manage budgets and financial plans
BSBHRM602	Manage human resources strategic planning
BSBLDR502	Lead and manage effective workplace relationships
BSBRKG505	Document or reconstruct a business or records system
BSBWOR502	Lead and manage team effectiveness

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAID009 Provide cardiopulmonary resuscitation

Modification History

Not applicable.

Application

This unit describes the skills and knowledge required to perform cardiopulmonary resuscitation (CPR) in line with the Australian Resuscitation Council (ARC) guidelines.

This unit applies to all persons who may be required to provide CPR, in a range of situations, including community and workplace settings.

Specific licensing/regulatory requirements relating to this competency, including requirements for refresher training should be obtained from the relevant national/state/territory Work Health and Safety Regulatory Authorities.

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Respond to an emergency situation.	1.1. Recognise and assess an emergency situation. 1.2. Ensure safety for self, bystanders and casualty. 1.3. Assess the casualty and recognise the need for cardiopulmonary resuscitation (CPR). 1.4. Seek assistance from emergency services.
2. Perform CPR procedures.	2.1. Perform CPR in accordance with the ARC guidelines. 2.2. Display respectful behaviour towards casualty. 2.3. Operate an automated external defibrillator (AED) according to manufacturers' instructions.
3. Communicate details of the incident.	3.1. Accurately convey incident details to emergency services. 3.2. Report details of incident in line with appropriate workplace or site procedures. 3.3. Maintain privacy and confidentiality of information in line with statutory or organisational policies.
4. Review the incident.	4.1. Recognise the possible psychological impacts on self and other rescuers and seek help when required. 4.2. Contribute to a review of the first aid response as required.

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and not equivalent to HLTAID001 Perform cardiopulmonary resuscitation

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAID009 Provide cardiopulmonary resuscitation

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the workplace or community setting.

There must be evidence that the candidate has completed the following tasks in line with State/Territory regulations, first aid codes of practice, first aid guidelines determined by the Australian Resuscitation Council (ARC) and other Australian national peak clinical bodies and workplace or site procedures:

managed, in line with ARC guidelines, the unconscious, breathing casualty including appropriate positioning to reduce the risk of airway compromise

managed, in line with ARC guidelines, the unconscious, non-breathing adult, including:

performing at least 2 minutes of uninterrupted single rescuer cardiopulmonary resuscitation (CPR) (5 cycles of both compressions and ventilations) on an adult resuscitation manikin placed on the floor

following the prompts of an automated external defibrillator (AED) to deliver at least one shock

demonstrating a rotation of single rescuer operators with minimal interruptions to compressions

responding appropriately in the event of regurgitation or vomiting

handing over to emergency services

providing an accurate verbal report of the incident

reviewing the incident

managed, in line with ARC guidelines, the unconscious, non-breathing infant, including:

performing at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both compressions and ventilations) on an infant resuscitation manikin placed on a firm surface.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

guidelines and procedures including:

relevant ARC guidelines to managing the unconscious breathing and non-breathing casualty and provision of CPR

potential incident hazards and risk minimisation processes when providing first aid

infection control procedures, including use of standard precautions and resuscitation barrier devices

requirements for currency of skill and knowledge

first aid codes of practice

appropriate workplace or site procedures relevant to the provision of first aid

legal, workplace and community considerations, including:

duty of care requirements

own skills and limitations

consent and how it relates to the conscious and unconscious casualty

privacy and confidentiality requirements

awareness of potential need for stress management techniques and available support for rescuers

considerations when providing CPR, including:

upper airway and effect of positional change

appropriate duration and cessation of CPR

appropriate use of an AED

safety and maintenance procedures for an AED

chain of survival

how to access emergency services

techniques for providing CPR to adults, children and infants including:

how to recognise that a casualty is unconscious and not breathing normally

rate, ratio and depth of compressions and ventilations

correct hand positioning for compressions

basic anatomy, physiology and the differences between adults, children and infants relating to CPR.

Assessment Conditions

Each candidate to demonstrate skills in an environment that provides realistic in-depth, scenarios and simulations to assess candidates’ skills and knowledge.

Due to the nature of this type of training, it is acceptable for the performance evidence to be collected in a simulated environment.

Compression and ventilation skills must be demonstrated on resuscitation manikins following ARC guidelines for the purpose of assessment of CPR procedures.

Assessment must ensure access to:

adult and infant resuscitation manikins following ARC guidelines for the purpose of assessment of CPR procedures

AED training devices

personal protective equipment (PPE).

Simulated assessment environments must simulate real-life situations where these skills and knowledge would be performed, with all the relevant equipment and resources of that workplace or community environment.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors and must hold this unit or demonstrate equivalent skills and knowledge to that contained within this unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAID011 Provide First Aid

Modification History

Not applicable.

Application

This unit describes the skills and knowledge required to provide a first aid response to a casualty in line with first aid guidelines determined by the Australian Resuscitation Council (ARC) and other Australian national peak clinical bodies.

The unit applies to all persons who may be required to provide a first aid response in a range of situations, including community and workplace settings.

Specific licensing/regulatory requirements relating to this competency, including requirements for refresher training should be obtained from the relevant national/state/territory Work Health and Safety Regulatory Authorities.

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Respond to an emergency situation.	1.1. Recognise and assess an emergency situation. 1.2. Ensure safety for self, bystanders and casualty. 1.3. Assess the casualty and recognise the need for first aid response. 1.4. Seek assistance from emergency services.
2. Apply appropriate first aid procedures.	2.1. Perform cardiopulmonary resuscitation (CPR) in accordance ARC guidelines. 2.2. Provide first aid in accordance with established first aid principles. 2.3. Display respectful behaviour towards casualty. 2.4. Obtain consent from casualty where possible. 2.5. Use available resources and equipment to make the casualty as comfortable as possible. 2.6. Operate first aid equipment according to manufacturers’ instructions. 2.7. Monitor the casualty’s condition and respond in accordance with first aid principles.
3. Communicate details of the incident.	3.1. Accurately convey incident details to emergency services. 3.2. Report details of incident in line with appropriate workplace or site procedures. 3.3. Complete applicable workplace or site documentation, including incident report form. 3.4. Maintain privacy and confidentiality of information in line with statutory or organisational policies.
4. Review the incident.	4.1. Recognise the possible psychological impacts on self and other rescuers and seek help when required. 4.2. Contribute to a review of the first aid response as required.

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and not equivalent to HLTAID003 Provide first aid

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAID011 Provide First Aid

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the workplace or community setting.

There must be evidence that the candidate has completed the following tasks in line with State/Territory regulations, first aid codes of practice, first aid guidelines determined by the Australian Resuscitation Council (ARC) and other Australian national peak clinical bodies and workplace or site procedures:

managed, in line with ARC guidelines, the unconscious, breathing casualty including appropriate positioning to reduce the risk of airway compromise

managed, in line with ARC guidelines, the unconscious, non-breathing adult, including:

performing at least 2 minutes of uninterrupted single rescuer cardiopulmonary resuscitation (CPR) (5 cycles of both compressions and ventilations) on an adult resuscitation manikin placed on the floor

following the prompts of an automated external defibrillator (AED) to deliver at least one shock

demonstrating a rotation of single rescuer operators with minimal interruptions to compressions

responding appropriately in the event of regurgitation or vomiting

managed, in line with ARC guidelines, the unconscious, non-breathing infant, including:

performing at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both compressions and ventilations) on an infant resuscitation manikin placed on a firm surface

managed casualties, with the following:

anaphylaxis

asthma

non-life-threatening bleeding

choking

envenomation, using pressure immobilisation

fractures, dislocations, sprains and strains, using appropriate immobilisation techniques

minor wound cleaning and dressing

nosebleed

shock

responded to at least one simulated first aid incident contextualised to the candidate’s workplace or community setting, where the candidate has no knowledge of the casualty’s condition prior to starting treatment, including:

identifying the casualty’s illness or injury through history, signs and symptoms

using personal protective equipment (PPE) as required

providing appropriate first aid treatment

conveying incident details to emergency services or advising casualty on any required post incident action

providing an accurate verbal and written report of the incident

reviewing the incident.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

guidelines and procedures including:

ARC guidelines relevant to the provision of first aid

first aid guidelines from Australian national peak clinical bodies

potential incident hazards and risk minimisation processes when providing first aid

infection control procedures, including use of standard precautions and resuscitation barrier devices

requirements for currency of skill and knowledge

first aid codes of practice

appropriate workplace or site procedures relevant to the provision of first aid

contents of first aid kits

legal, workplace and community considerations including:

duty of care requirements

own skills and limitations

consent and how it relates to the conscious and unconscious casualty

privacy and confidentiality requirements

awareness of potential need for stress management techniques and available support for rescuers

considerations when providing CPR, including:

upper airway and effect of positional change

appropriate duration and cessation of CPR

appropriate use of an AED

safety and maintenance procedures for an AED

chain of survival

how to access emergency services

techniques for providing CPR to adults, children and infants including:

how to recognise that a casualty is unconscious and not breathing normally

rate, ratio and depth of compressions and ventilations

correct hand positioning for compressions

basic anatomy, physiology and the differences between adults, children and infants relating to CPR

signs, symptoms and management of the following conditions and injuries:

allergic reaction

anaphylaxis

asthma

non-life-threatening and life-threatening bleeding

burns

cardiac conditions, including chest pain

choking

diabetes

drowning

envenomation - all current treatments

eye injuries

fractures, dislocations, strains and sprains

head, neck and spinal injuries

hypothermia

hyperthermia

minor wounds

nose-bleed

poisoning

seizures

shock

sharps injuries

stroke.

Assessment Conditions

Each candidate to demonstrate skills in an environment that provides realistic in-depth, scenarios and simulations to assess candidates’ skills and knowledge.

Due to the nature of this type of training, it is acceptable for the performance evidence to be collected in a simulated environment.

Compression and ventilation skills must be demonstrated on resuscitation manikins following ARC guidelines for the purpose of assessment of CPR procedures.

Assessment must ensure access to:

adult and infant resuscitation manikins following ARC guidelines for the purpose of assessment of CPR procedures

adrenaline auto-injector training device

AED training devices

workplace first aid kit

placebo bronchodilator and spacer device

different types of wound dressings and bandages

blankets and items to treat for shock

personal protective equipment (PPE)

workplace injury, trauma or illness record, or other applicable workplace or site incident report form.

Simulated assessment environments must simulate real-life situations where these skills and knowledge would be performed, with all the relevant equipment and resources of that workplace or community environment.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors and must hold this unit or demonstrate equivalent skills and knowledge to that contained within this unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAID013 Provide First Aid in remote or isolated site

Modification History

Not applicable.

Application

This unit describes the skills and knowledge required to provide a first aid response to a casualty in a remote or isolated site over an extended period of time until medical assistance is provided, or evacuation occurs.

This unit applies to any site where medical assistance is likely to be delayed.

First aid is to be provided in line with guidelines determined by the Australian Resuscitation Council (ARC) and other Australian national peak clinical bodies.

Specific licensing/regulatory requirements relating to this competency, including requirements for refresher training should be obtained from the relevant national/state/territory Work Health and Safety Regulatory Authorities.

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment for first aid response in remote or isolated site.	1.1. Evaluate information about remote or isolated site and identify potential injuries and illnesses requiring extended management. 1.2. Select first aid equipment and resources to manage a range of potential incidents, according to organisational emergency response and first aid procedures. 1.3. Select communication equipment to facilitate emergency response in remote or isolated site. 1.4. Complete pre-departure safety and serviceability checks on equipment.
2. Assess the situation.	2.1. Recognise and assess an emergency situation. 2.2. Ensure safety for self, bystanders and casualty. 2.3. Assess casualty to determine extent of first aid response. 2.4. Identify need for medical assistance and relay initial and concise information. 2.5. Triage when multiple casualties are involved.
3. Apply appropriate first aid procedures.	3.1. Perform single-rescuer or two-rescuer cardiopulmonary resuscitation (CPR) in accordance with the ARC guidelines and availability of rescuers. 3.2. Provide first aid in accordance with established first aid principles. 3.3. Display respectful behaviour towards casualty. 3.4. Obtain consent from casualty where possible. 3.5. Use available resources and equipment to make the casualty as comfortable as possible. 3.6. Operate first aid equipment according to manufacturers’ instructions. 3.7. Monitor the casualty’s condition and respond in accordance with first aid principles. 3.8. Assess need to evacuate casualty, ability to transport to medical assistance or need for external assistance. 3.9. Administer medication as required according to medical instructions.
4. Communicate details of the incident.	4.1. Accurately convey incident details to emergency services. 4.2. Report details of incident in line with appropriate workplace or site procedures. 4.3. Complete applicable workplace or site documentation, including incident report form. 4.4. Maintain privacy and confidentiality of records and information in line with applicable statutory or organisational policies.
5. Coordinate evacuation and first aid activities until assistance arrives.	5.1. Determine need, in consultation with external services, to evacuate casualty. 5.2. Provide accurate information about location of incident, number of casualties, their condition and their position to enable deployment of appropriate resources. 5.3. Continue to provide treatment using available resources until help arrives. 5.4. Prepare site for evacuation of patient. 5.5. On approach, assist emergency services to locate the site of the incident. 5.6. Follow instructions and provide assistance to emergency services personnel during evacuation.
6. Review the incident.	6.1. Recognise the possible psychological impacts on self and other rescuers and seek help when required. 6.2. Contribute to a review of the first aid response as required.

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and not equivalent to HLTAID005 Provide first aid in remote situations.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAID013 Provide First Aid in remote or isolated site

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the workplace or community setting.

There must be evidence that the candidate has completed the following tasks in line with State/Territory regulations, first aid codes of practice, first aid guidelines determined by the Australian Resuscitation Council (ARC) guidelines and workplace or site procedures:

managed, in line with ARC guidelines, the unconscious, breathing casualty including appropriate positioning to reduce the risk of airway compromise

managed, in line with ARC guidelines, the unconscious, non-breathing adult including:

performing at least 2 minutes of uninterrupted single rescuer cardiopulmonary resuscitation (CPR) (5 cycles of both compressions and ventilations) on an adult resuscitation manikin placed on the floor

performing at least 2 minutes of ventilation and at least 2 minutes of compressions during a two-rescuer procedure on an adult resuscitation manikin placed on the floor

following the prompts of an automated external defibrillator (AED) to deliver at least one shock

responding appropriately in the event of regurgitation or vomiting

demonstrating a rotation of operators with minimal interruptions to compressions

managed, in line with ARC guidelines, the unconscious, non-breathing infant, including:

performing at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both compressions and ventilations) on an infant resuscitation manikin placed on a firm surface

managed casualties, with the following:

anaphylaxis

asthma

non-life-threatening bleeding

choking

minor wound cleaning and dressing

nosebleed

shock

envenomation, using pressure immobilisation

fractures, dislocations, sprains and strains, using appropriate immobilisation techniques for remote situations and appropriate equipment improvisations

head, neck and spinal injuries

hypothermia and hyperthermia

life threatening bleeding requiring use of tourniquets and haemostatic dressings

responded to at least one simulated first aid incident contextualised to the candidate’s workplace or community setting, where the candidate has no knowledge of the casualty’s condition prior to starting treatment, including:

identifying the casualty’s illness or injury through history, signs and symptoms

using personal protective equipment (PPE) as required

conducting a secondary survey assessment

assessing vital signs respirations, pulse, temperature

level of consciousness

providing appropriate first aid treatment

conveying incident details to emergency services or advising casualty on any required post incident action

providing an accurate verbal and written report of the incident

reviewing the incident

conducted a basic triage for a multiple casualty incident.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

guidelines and procedures including:

ARC guidelines relevant to the provision of first aid

first aid guidelines from Australian national peak clinical bodies including those relevant to remote or isolated sites

potential incident hazards and risk minimisation processes when providing first aid

infection control procedures, including use of standard precautions and resuscitation barrier devices

requirements for currency of skill and knowledge

first aid codes of practice

appropriate workplace or site procedures relevant to the provision of first aid

contents of first aid kits

legal, workplace and community considerations including:

duty of care requirements

own skills and limitations

consent and how it relates to the conscious and unconscious casualty

privacy and confidentiality requirements

awareness of potential need for stress management techniques and available support for rescuers

in relation to the administration of medication

legal requirements

the five rights

the responsibilities of the first aider

considerations when providing CPR, including:

upper airway and effect of positional change

appropriate duration and cessation of CPR

appropriate use of an AED

safety and maintenance procedures for an AED

chain of survival

how to access emergency services

techniques for providing CPR to adults, children and infants including:

how to recognise that a casualty is unconscious and not breathing normally

rate, ratio and depth of compressions and ventilations

correct hand positioning for compressions

basic anatomy, physiology and the differences between adults, children and infants relating to CPR

signs, symptoms and management of the following conditions or injuries:

allergic reaction

anaphylaxis

asthma

non-life-threatening bleeding

burns

cardiac conditions, including chest pain

choking

diabetes

drowning

envenomation - all current treatments

eye injuries

fractures, dislocations, sprains and strains

head, neck and spinal injuries

hypothermia

hyperthermia

minor wounds

nose-bleed

poisoning

seizures

shock

sharps injuries

stroke

life threatening bleeding including use of tourniquets and haemostatic dressings

considerations when providing first aid including:

assessment, interpretation and documentation of vital signs, including normal clinical values for respirations, temperature, pulse and level of consciousness

how to conduct a secondary assessment of a casualty

basic triage processes

ongoing care requirements of casualty beyond initial treatment

remote considerations in the provision of first aid, including:

the nature of remote or isolated sites and how this may impact on first aid management

key features, functions and limitations of different types of emergency communication equipment used in remote or isolated sites, and factors that affect choice:

radio equipment

mobile phones

satellite phones

alerting and tracking devices including personal locator beacons (PLBs)

management options relating to transporting casualty, including aero-medical evacuation

specific considerations contextualised to alpine, desert, marine, rural or remote settings and tropical environments

methods used to assist emergency services to locate incident sites and the key features, functions and limitations of resources used to assist:

verbal directions

flags

flares or smoke

fires

use of man-made and natural resources to supplement first aid equipment

content of remote area first aid kits

content of remote area medication boxes

psychological impacts of first aid incidents on rescuers and how to seek help.

Assessment Conditions

Each candidate to demonstrate skills in an environment that provides realistic in-depth, scenarios and simulations to assess candidates’ skills and knowledge.

Scenarios must concentrate on the significance of remote or isolated site circumstances.

Due to the nature of this type of training, it is acceptable for the performance evidence to be collected in a simulated environment.

Compression and ventilation skills must be demonstrated on resuscitation manikins following ARC guidelines for the purpose of assessment of CPR procedures.

Assessment must ensure access to:

adult and infant resuscitation manikin following ARC guidelines for the purpose of assessment of CPR procedures

adrenaline auto-injector training device

AED training devices

placebo bronchodilator and spacer device

haemostatic dressings

haemostatic wound packing trainer

thermometers

tourniquets

tourniquet trainer

different types of wound dressings and bandages

blankets and items to manage a casualty for shock

personal protective equipment (PPE)

workplace injury, trauma or illness record, or other appropriate workplace or site incident report form, which includes space for recording vital signs of casualties

remote first aid kits

immobilisation devices.

Simulated assessment environments must simulate real-life situations where these skills and knowledge would be performed, with all the relevant equipment and resources of that workplace or community environment.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors and must hold this unit or demonstrate equivalent skills and knowledge to that contained within this unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAID014 Provide Advanced First Aid

Modification History

Not applicable.

Application

This unit describes the skills and knowledge required to provide an advanced first aid response to a casualty in line with first aid guidelines determined by the Australian Resuscitation Council (ARC) and other Australian national peak clinical bodies.

The unit applies to all persons who may be required to provide an advanced first aid response in a range of situations, including community and workplace settings.

Specific licensing/regulatory requirements relating to this competency, including requirements for refresher training should be obtained from the relevant national/state/territory Work Health and Safety Regulatory Authorities.

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1.Respond to an emergency situation.	1.1. Recognise and assess an emergency situation. 1.2. Ensure safety for self, bystanders and casualty. 1.3. Assess the casualty and recognise the need for first aid response. 1.4. Deploy resources to appropriate locations as required in line with appropriate workplace or site procedures. 1.5. Seek assistance from emergency services.
2. Apply appropriate first aid procedures.	2.1. Perform single-rescuer or two-rescuer cardiopulmonary resuscitation (CPR) in accordance with the ARC guidelines and availability of rescuers. 2.2. Provide first aid in accordance with established first aid principles. 2.3. Display respectful behaviour towards casualty. 2.4. Obtain consent from casualty where possible. 2.5. Use available resources and equipment to make the casualty as comfortable as possible. 2.6. Operate first aid and ancillary equipment according to manufacturers’ instructions. 2.7. Monitor the casualty’s condition and respond in accordance with first aid principles.
3. Coordinate first aid activities until arrival of medical assistance.	3.1. Identify available resources required and establish communication links with appropriate personnel, emergency services or medical assistance as appropriate. 3.2. Deploy required resources to appropriate locations in an efficient and effective manner to ensure timely treatment of casualties. 3.3. Monitor the condition of casualties in accordance with first aid principles and workplace or site procedures. 3.4. Coordinate evacuation of casualties according to relevant evacuation procedures.
4. Communicate details of the incident.	4.1. Accurately convey incident details to emergency services. 4.2. Report details of incident in line with appropriate workplace or site procedures. 4.3. Complete applicable workplace or site documentation, including incident report form. 4.4. Maintain privacy and confidentiality of information in line with statutory or organisational policies.
5. Review the incident.	5.1. Recognise the possible psychological impacts on self and other rescuers and seek help when required. 5.2. Arrange support services for personnel involved in the incident in accordance with relevant procedures. 5.3. Contribute to a review of the first aid response as required.

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and not equivalent to HLTAID006 Provide advanced first aid.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAID014 Provide Advanced First Aid

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the workplace or community setting.

There must be evidence that the candidate has completed the following tasks in line with State/Territory regulations, first aid codes of practice, first aid guidelines determined by the Australian Resuscitation Council (ARC) and other Australian national peak clinical bodies and workplace or site procedures:

managed, in line with ARC guidelines, the unconscious, breathing casualty including appropriate positioning to reduce the risk of airway compromise

managed in line with ARC guidelines, the unconscious, non-breathing adult including:

performing at least 2 minutes of uninterrupted single rescuer cardiopulmonary resuscitation (CPR) (5 cycles of both compressions and ventilations) on an adult resuscitation manikin placed on the floor

performing at least 2 minutes of ventilation and at least 2 minutes of compression during a two-rescuer procedure on an adult resuscitation manikin placed on the floor

following the prompts of an automated external defibrillator (AED) to deliver at least one shock

responding appropriately in the event of regurgitation or vomiting

demonstrating a rotation of operators with minimal interruptions to compressions

managed, in line with ARC guidelines, the unconscious, non-breathing infant, including:

performing at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both compressions and ventilations) on an infant resuscitation manikin placed on a firm surface

managed casualties, with the following:

anaphylaxis

asthma

non-life-threatening bleeding

choking

envenomation, using pressure immobilisation

fractures, dislocations, sprains and strains, using appropriate immobilisation techniques

minor wound cleaning and dressing

nosebleed

shock

life threatening bleeding requiring use of tourniquets and haemostatic dressings

responded to at least two simulated first aid incidents, one medical and one trauma contextualised to the candidate’s workplace or community setting, where the candidate has no knowledge of the casualty’s condition prior to starting treatment, including:

identifying the casualty’s illness or injury through history, signs and symptoms

using personal protective equipment (PPE) as required

conducting a secondary survey assessment

assessing vital signs respirations, pulse, temperature

level of consciousness

providing appropriate first aid treatment

conveying incident details to emergency services or advising casualty on any required post-incident action

providing an accurate verbal and written report of the incident

reviewing the incident

coordinated a team of people to respond to a multiple casualty incident, including:

conducting a basic triage

demonstrating effective use of resources

demonstrating effective planning techniques

moving casualties using suitable extraction method and device and safe manual handling techniques.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

guidelines and procedures including:

ARC guidelines relevant to the provision of first aid

first aid guidelines from Australian national peak clinical bodies

potential incident hazards and risk minimisation processes when providing first aid

infection control procedures, including use of standard precautions and resuscitation barrier devices

requirements for currency of skill and knowledge

first aid codes of practice

appropriate workplace or site procedures relevant to the provision of first aid

contents of first aid kits

legal, workplace and community considerations including:

duty of care requirements

own skills and limitations

consent and how it relates to the conscious and unconscious casualty

privacy and confidentiality requirements

awareness of potential need for stress management techniques and available support for rescuers

in relation to the administration of medication

legal requirements

the five rights

the responsibilities of the first aider

considerations when providing CPR, including:

upper airway and effect of positional change

appropriate duration and cessation of CPR

appropriate use of an AED

safety and maintenance procedures for an AED

chain of survival

how to access emergency services

techniques for providing CPR to adults, children and infants including:

how to recognise that a casualty is unconscious and not breathing normally

rate, ratio and depth of compressions and ventilations

correct hand positioning for compressions

basic anatomy, physiology and the differences between adults, children and infants relating to CPR

considerations when providing first aid, including:

assessment, interpretation and documentation of vital signs, including normal clinical values for respirations, temperature, pulse and level of consciousness

how to conduct a secondary assessment of a casualty

basic triage processes

procedures for dealing with casualties who are aged or infirm

procedures for first aid management when dealing with major and minor accidents in the workplace or site

procedures when providing first aid to children

use of ancillary first aid equipment

co-ordination of resources

contents of first aid kits

signs, symptoms and management of the following conditions or injuries:

abdominal injuries

allergic reaction

anaphylaxis

asthma

non-life-threatening bleeding

life-threatening bleeding including use of tourniquets and haemostatic dressings

burns

cardiac conditions, including chest pain

childbirth

choking

crush injuries

diabetes

drowning

ear injuries and bleeding from the ear

envenomation - all current treatments

eye injuries

fractures, dislocations, strains and sprains

head, neck and spinal injuries

hypothermia

hyperthermia

minor wounds

nose-bleed

poisoning

seizures

shock

sharps injuries

stroke

substance misuse, including prescription and illicit drugs and alcohol

psychological impacts of first aid incidents on rescuers and how to seek help.

Assessment Conditions

Each candidate to demonstrate skills in an environment that provides realistic in-depth, scenarios and simulations to assess candidates’ skills and knowledge.

Due to the nature of this type of training, it is acceptable for the performance evidence to be collected in a simulated environment.

Compression and ventilation skills must be demonstrated on resuscitation manikins following ARC guidelines for the purpose of assessment of CPR procedures.

Assessment must ensure access to:

adult and infant resuscitation manikins following ARC guidelines for the purpose of assessment of CPR procedures

adrenaline auto-injector training device

AED training devices

haemostatic dressings

haemostatic wound packing trainer

placebo bronchodilator and spacer device

thermometers

tourniquet trainer

tourniquets

different types of wound dressings and bandages

blankets and items to treat for shock

personal protective equipment (PPE)

workplace injury, trauma or illness record, or other applicable workplace or site incident report form, which includes space for recording vital signs of casualties

workplace first aid kits

immobilisation and extrication devices.

Simulated assessment environments must simulate real-life situations where these skills and knowledge would be performed, with all the relevant equipment and resources of that workplace or community environment.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors and must hold this unit or demonstrate equivalent skills and knowledge to that contained within this unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAID015 Provide advanced resuscitation and oxygen therapy

Modification History

Not applicable.

Application

This unit describes the skills and knowledge required to use specialised equipment in the provision of resuscitation and oxygen therapy in line with the Australian Resuscitation Council (ARC) guidelines.

This unit applies to persons who may be required to use specialised equipment to provide resuscitation or oxygen therapy in a range of complex situations, including community and workplace settings.

Specific licensing/regulatory requirements relating to this competency, including requirements for refresher training should be obtained from the relevant national/state/territory Work Health and Safety Regulatory Authorities.

Pre-requisite Unit

HLTAID011 Provide First Aid

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Respond to an emergency situation.	1.1. Recognise and assess an emergency situation. 1.2. Ensure safety for self, bystanders and casualty. 1.3 Assess the casualty and recognise the need for CPR, advanced resuscitation response or oxygen therapy. 1.4. Manage life-threatening bleeding. 1.5. Seek assistance from emergency services. 1.6. Ensure environment is safe for delivery of oxygen.
2. Perform resuscitation procedures.	2.1. Perform single-rescuer cardiopulmonary resuscitation (CPR) or two-rescuer resuscitation procedures, including use of oxygen, in accordance with the ARC guidelines and availability of rescuers. 2.2. Display respectful behaviour towards casualty. 2.3. Use available resources and equipment according to manufacturers’ instructions.
3. Deliver oxygen therapy.	3.1. Identify need for oxygen therapy, including by using a pulse oximeter. 3.2. Use appropriate delivery device to provide oxygen. 3.3. Monitor casualty condition and rectify issues preventing adequate treatment.
4. Communicate details of the incident.	4.1. Accurately convey incident details to emergency services. 4.2. Report details of incident in line with appropriate workplace or site procedures. 4.3. Complete applicable documentation, including incident report form. 4.4. Maintain privacy and confidentiality of information in line with statutory or organisational policies.
5. Review the incident.	5.1. Recognise the possible psychological impacts on self and other rescuers and seek help when required. 5.2. Contribute to a review of the first aid response as required. 5.3.Check, maintain and clean equipment ready for future use.

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and not equivalent to HLTAID007 Provide advanced resuscitation.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAID015 Provide advanced resuscitation and oxygen therapy

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the workplace or community setting.

There must be evidence that the candidate has completed the following tasks in line with State/Territory regulations, first aid codes of practice, first aid guidelines determined by the Australian Resuscitation Council (ARC) and other Australian national peak clinical bodies and workplace or site procedures:

managed, in line with ARC guidelines, the unconscious, breathing casualty including appropriate positioning to reduce the risk of airway compromise

managed, in line with ARC guidelines, the unconscious, non-breathing adult including:

performing at least 2 minutes of uninterrupted single rescuer cardiopulmonary resuscitation (CPR) (5 cycles of both compressions and ventilations) on an adult resuscitation manikin placed on the floor

performing at least 2 minutes of bag-valve-mask (with oxygen) ventilation and at least 2 minutes of compression during a two-rescuer procedure on an adult resuscitation manikin placed on the floor

selecting and inserting an appropriate basic airway adjunct

responding appropriately using positioning and suctioning in the event of regurgitation or vomiting

demonstrating a rotation of operators with minimal interruptions to compressions

following the prompts of an Automated External Defibrillator (AED) to deliver at least one shock

managing oxygen equipment appropriately

handing over to emergency services

managed, in line with ARC guidelines, the unconscious, non-breathing infant, including:

performing at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both compressions and ventilations) on an infant resuscitation manikin placed on a firm surface

managed a casualty with life-threatening bleeding requiring use of tourniquets and haemostatic dressings

used personal protective equipment (PPE) as required

managed a conscious casualty who requires supplemental oxygen, including:

assessing vital signs respirations, pulse, oxygen saturation

level of consciousness

selecting and preparing correct oxygen equipment

checking area for ventilation and sources of ignition

administering oxygen safely at correct flow rate

managing an equipment malfunction

providing an accurate verbal and written report of the incident

reviewing the incident

monitored and coordinated maintenance of resuscitation equipment and oxygen therapy equipment, including:

dismantling

storage

disposal

cleaning and decontamination

checking and diagnosis of faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

guidelines and procedures including:

ARC guidelines relevant to life threatening bleeding, managing the unconscious breathing and non-breathing casualty and provision of CPR and oxygen therapy

potential incident hazards and risk minimisation processes when providing first aid, including Oxygen Therapy and Advanced Resuscitation Techniques

infection control procedures, including use of standard precautions and resuscitation barrier devices

safe work practices to deal with oxygen cylinders and associated equipment

first aid codes of practice

appropriate workplace or site procedures relevant to the provision of first aid

contents of first aid kits

requirements for currency of skill and knowledge

legal, workplace and community considerations, including:

duty of care requirements

own skills and limitations

consent and how it relates to the conscious and unconscious casualty

privacy and confidentiality requirements

awareness of potential need for stress management techniques and available support for rescuers

in relation to the administration of oxygen:

legal requirements

the five rights

the responsibilities of the first aider

considerations when providing resuscitation, including:

upper airway and effect of positional change

appropriate duration and cessation of CPR

appropriate use of an AED

safety and maintenance procedures for an AED

chain of survival

how to access emergency services

use of suction devices

benefits, contraindications and complications with the use of a basic airway adjunct

techniques for providing CPR to adults, children and infants including:

how to recognise that a casualty is unconscious and not breathing normally

rate, ratio and depth of compressions and ventilations

correct hand positioning for compressions

basic anatomy, physiology and the differences between adults, children and infants relating to CPR

assessment and interpretation of vital signs including normal clinical values for respirations, pulse, oxygen saturation

level of consciousness

how to use a suction device

signs, symptoms and management of life-threatening bleeding including use of tourniquets and haemostatic dressings

considerations when providing oxygen to a casualty, including:

circumstances and conditions where oxygen is beneficial

circumstances and conditions where oxygen should not be used

contraindications and complications associated with providing oxygen and suction while delivering advanced resuscitation techniques

benefits, contraindications and complications of suction during advanced resuscitation

complications with the use of a bag-valve-mask device and suitable strategies to minimise these

selection and operation of oxygen masks and other appropriate oxygen therapy devices

methods for cleaning, replenishing, recharging and maintaining resuscitation and oxygen equipment including:

actions to rectify problems

procedures to ensure operational readiness as per manufacturers’ guidelines and site procedures

storage, cleaning, decontamination and safe disposal of consumables

troubleshooting to identify minor and major faults

psychological impacts of first aid incidents on rescuers and how to seek help.

Assessment Conditions

Each candidate to demonstrate skills in an environment that provides realistic in-depth, scenarios and simulations to assess candidates’ skills and knowledge.

Due to the nature of this type of training, it is acceptable for the performance evidence to be collected in a simulated environment. Evidence of the learner's currency as required by the first aid codes of practice must be confirmed prior to assessment.

Compression and ventilation skills must be demonstrated on resuscitation manikins following ARC guidelines for the purpose of assessment of CPR procedures.

Assessment must ensure access to:

adult and infant resuscitation manikins following ARC guidelines for the purpose of assessment of CPR procedures

anatomical model for use with a basic airway adjunct

AED training devices

bag-valve-mask

basic airway adjunct

oxygen resuscitation system with oxygen cylinder and regulator

pulse oximeter

selection of oxygen masks and tubes

suction devices

personal protective equipment (PPE)

haemostatic dressings

haemostatic wound packing trainer

tourniquet trainer

tourniquets

workplace incident, injury, trauma or illness record or other appropriate workplace or site incident report form, which includes space for recording vital signs of casualties.

Simulated assessment environments must simulate real-life situations where these skills and knowledge would be performed, with all the relevant equipment and resources of that workplace or community environment.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors and must hold this unit or demonstrate equivalent skills and knowledge to that contained within this unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAID016 Manage first aid services and resources

Modification History

Not applicable.

Application

This unit describes the skills and knowledge required to establish, maintain and facilitate the provision of appropriate first aid in the workplace.

The unit applies to workers in nominated occupational first aid or management roles.

Specific licensing/regulatory requirements relating to this competency, including requirements for refresher training should be obtained from the relevant national/state/territory Work Health and Safety Regulatory Authorities.

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine workplace first aid requirements.	1.1. Identify workplace hazards and assess associated risks as a basis for determining first aid resource requirements. 1.2. Identify first aid equipment, resources and personnel required to address workplace requirements. 1.3. Develop first aid action plans in consultation with relevant parties. 1.4. Provide information to minimise risk and enable access to first aid facilities.
2. Establish and maintain workplace first aid facilities.	2.1. Monitor and maintain availability of first aid equipment and personnel to support workplace first aid response. 2.2. Conduct inspections of first aid stock and equipment to ensure currency and operational readiness in line with workplace requirements. 2.3. Ensure equipment is recovered and reprocessed and that waste is disposed of safely according to legislative and workplace procedures. 2.4. Ensure equipment and resources are stored and maintained in line with relevant legislation and manufacturers’ or suppliers’ instructions. 2.5. Deploy appropriate equipment and personnel to ensure timely and effective first aid response in line with workplace requirements.
3. Maintain workplace first aid records.	3.1. Ensure documentation is completed in line with legislation and workplace procedures. 3.2. Maintain first aid records in line with legislative requirements and workplace security practices. 3.3. Send relevant documents to appropriate bodies in line with workplace and legislative requirements. 3.4. Maintain privacy and confidentiality of records and information in line with privacy legislation and organisational policies.
4. Review the provision of first aid in the workplace.	4.1. Participate in incident debriefing or evaluation to improve future operations and address individual needs. 4.2. Evaluate management of workplace first aid incidents in relation to required equipment, personnel, current organisational procedures and individual first aid action plans. 4.3. Contribute to the review of workplace policies and procedures in accordance with risk assessment and evaluation of first aid provision.

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is equivalent to HLTAID008 Manage first aid services and resources

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAID016 Manage first aid services and resources

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role.

There must be evidence that the candidate has completed the following tasks in line with State or Territory regulations, first aid codes of practice, Australian Resuscitation Council (ARC) guidelines and workplace procedures:

conducted a workplace risk assessment and evaluation of first aid provisions

developed a first aid action plan including strategies for management of incidents and individuals needs in accordance with workplace policies and procedures

used a first aid checklist to service a workplace first aid kit for supplies’ replacement and equipment maintenance

maintained first aid equipment and resources according to manufacturers’ instructions

used and maintained documentation required by the workplace and regulatory authorities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

state/territory regulations, first aid codes of practice and workplace procedures including:

workplace requirements for first aid provision in line with the relevant state/territory Work Health and Safety requirements

duty of care in relation to first aid provision

safe work practices to deal with risks and potential hazards including manual handling, hazardous substances, dangerous goods and chemicals

infection control principles and procedures, including use of standard precautions based on incident

requirements for currency of skill and knowledge

legal, workplace or community issues relating to the provision of first aid including:

awareness of potential need for stress-management techniques and available support following an emergency situation

consent

capabilities of emergency management services

privacy and confidentiality requirements

importance of debriefing.

Assessment Conditions

Skills must be demonstrated in an environment that provides realistic in-depth, scenarios and simulations to assess candidates’ skills and knowledge.

Assessment must ensure access to:

first aid kit and contents checklist

workplace injury, trauma and/or illness record, or other applicable workplace or site incident report form

relevant State or Territory Work Health and Safety First Aid Code of Practice.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment, including workplace resources required by the relevant state/territory Work Health and Safety Regulatory Authority.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

AHCCCF402A Report on project

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers preparation of reporting on projects and defines the standard required to: collate the documentation for the background and aims, budget, timelines, and resources allocated for the project; prepare a report template that complies with organisational and funding organisations requirements; write a project report to draft stage; implement consultation processes to obtain information and obtain consensus on report; respond to feedback on draft report and finalise the version to be published and distributed.

Application of the Unit

Application of the unit	This unit applies to those who prepare a report on a community project such as Landcare or similar for future group and program reference.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify project processes and outcomes	1.1. Scope of report and target audience is identified in contract, program guidelines, agency procedures, and group committee decisions. 1.2. Background to project is researched from available records. 1.3. Information is collated from project records, monitoring records, and information provided by group and other stakeholders.
2. Prepare report	2.1. Framework of report is prepared to required scope, target audience and guidelines. 2.2. Project report is prepared from researched information to contract, agency and group requirements. 2.3. Conclusions are prepared in consultation with informed personnel. 2.4. Draft report is circulated to identify stakeholders for comment according to group requirements and agency procedures.
3. Revise report for distribution	3.1. Draft report is revised to address comments from consultation. 3.2. Any unresolved issues are submitted to group committee for decisions. 3.3. Approval is obtained for revised report in accordance with contract, group and agency requirements.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
research through records and oral reports collate qualitative and quantitative information develop report framework to suit requirements implement consultation processes to obtain information and obtain consensus on report use word processing and spreadsheet packages use literacy skills to read, interpret and follow organisational policies and procedures, develop sequenced written instructions, record accurately and legibly information collected and select and apply procedures to a range of tasks use oral communication skills/language competence to fulfil the job role as specified by the organisation including questioning, active listening, asking for clarification, negotiating solutions and responding to a range of views use numeracy skills to estimate, calculate and record routine and more complex workplace measures and data use interpersonal skills to work with others and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities.
Required knowledge
program objectives and guidelines group procedures and recording, including group management and committee procedures monitoring approaches project background, processes and outcomes agency procedures knowledge of capability of word processing packages.

Evidence Guide

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 and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: collate the documentation for the background and aims, budget, timelines, and resources allocated for the project prepare a report template that complies with organisational and funding organisations requirements write a project report to draft stage implement consultation processes to obtain information and obtain consensus on report respond to feedback on draft report and finalise the version to be published and distributed.
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Project reports may include:	incorporating records monitoring conditions before, during and after the project, or monitoring covering factors considered important in terms of the program and/or project. They may be documented as numeric data, samples, photographs, and descriptions, and may report on issues such as biodiversity, state of soil, water and/or air, health and behaviour of living things, or comments and observations by clients.

Unit Sector(s)

Unit sector	Community coordination and facilitation

Co-requisite units

Co-requisite units

Competency field

Competency field

AHCCHM201A Apply chemicals under supervision

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers the process of applying chemicals under supervision using handheld or small powered equipment, and defines the standard required to: apply chemicals using handheld or small powered equipment; check, prepare, use and maintain application equipment and personal protective equipment; measure, mix, transport, handle store and dispose of chemicals and comply with Occupational Health and Safety (OHS), chemical label and Material Safety Data Sheets (MSDSs) requirements.

Application of the Unit

Application of the unit	This unit applies to working under supervision with reference to the product label, legislation and enterprise procedures. This unit may be deemed to have a time limit when used as part of an accreditation or licence process.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Check application and personal protective equipment	1.1. Carry out pre-operational checks of application equipment in accordance with manufacturer's specification and OHS requirements. 1.2. Prepare application equipment for use in accordance with manufacturer's specification and directions. 1.3. Identify and replace any damaged or worn components. 1.4. Check personal protective equipment in accordance with manufacturer's specification and OHS requirements.
2. Prepare application equipment	2.1. Apply label information regarding precautions for the chemical mix/substance being used. 2.2. Select and use appropriate personal protective and mixing equipment in accordance with MSDSs and chemical label. 2.3. Measure, mix and load chemical mix or substances in accordance with directions on chemical label. 2.4. Follow legislative and regulatory requirements regarding chemical use including OHS. 2.5. Confirm instructions from chemical MSDSs in the event of a spill. 2.6. Check that output of application equipment is correct and in accordance with application/spray plan.
3. Apply chemicals	3.1. Assess and record meteorological conditions and forecasts prior to and during application. 3.2. Select and use appropriate personal protective equipment in accordance with MSDSs and chemical label. 3.3. Apply chemical in accordance with the application/spray plan and/or instructions. 3.4. Assess and minimise risks to others, product integrity and the environment prior to and during application.
4. Finalise work	4.1. Clean and store Personal Protective Equipment (PPE) and application equipment in accordance with manufacturer's specification and OHS requirements. 4.2. Dispose of excess chemicals and use triple rinse drums in accordance with label and MSDSs requirements. 4.3. Complete incident reports as required in accordance with legislative and/or regulatory requirements. 4.4. Complete application records. 4.5. Store unused chemical/products in accordance with label requirements and MSDSs. 4.6. Adhere to all re-entry and withholding periods.
5. Transport and handle chemical	5.1. Confirm precautions for the transport and handling of chemicals. 5.2. Transport and handle chemicals in accordance with legislative and/or regulatory requirements.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
identify hazards and adopt safe work practices conduct pre-operational checks of application equipment use and maintain personal protective equipment measure, mix and load chemical mixes use hand held and small powered application equipment relevant to the industry sector using safe and environmentally responsible work practices interpret labels, record relevant information and measure application amounts follow chemical label requirements and application/spray plan record activities and maintain records transport and handling techniques respond to emergencies and apply first aid in the event of pesticide poisoning use oral communication skills/language competence to fulfil the job role as specified by the organisation including questioning, active listening, asking for clarification and seeking advice from supervisor use interpersonal skills to relate to people from a range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities.
Required knowledge
applied principles of Integrated Pest/Resistance Management structure of chemical label and MSDS types, applications, storage and fitting of personal protective equipment legislation and regulations including OHS and licensing requirements in relation to chemical use features and functions of a range of application equipment relevant to the industry sector risk factors including human and animal health, spillage and environmental principles of transport, handling and storage for chemicals requirements for disposal of excess chemicals, clearing spillages and equipment clean up transport and handling requirements environmental effects of selected chemicals and how to minimise damaging effects of chemicals different broad chemical types, eg, insecticides, herbicides and fungicides and their mode of action symbols on the label paths of entry of poisons into the body and methods of limiting exposure methods of minimising risk during application Regulations and Codes of Practices with regard to hazardous substances of the use of chemicals OHS concerning personal safety and safety of others in the workplace alternatives to chemicals for pest management possible effects on health of bystanders/public in addition to applicators weather conditions and means of assessing them in line with risks, and recognising when they become unsuitable for application to continue.

Evidence Guide

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 and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: apply chemicals using handheld or small powered equipment check, prepare, use and maintain application equipment and personal protective equipment measure, mix, transport, handle store and dispose of chemicals comply with OHS, chemical label and MSDSs requirements.
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Chemicals may include:	the application of liquid chemical mixes granular products and/or biological agents used in the control of pest, weeds and diseases including animal health products.

Unit Sector(s)

Unit sector	Chemicals

Co-requisite units

Co-requisite units

Competency field

Competency field

AHCCHM303A Prepare and apply chemicals

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers the process of preparing and applying chemicals and defines the standard required to: assess the need for chemical use: comply with safety, chemical label and MSDS requirements; prepare an application/spray plan; prepare and apply chemicals; calibrate application equipment and maintain chemical records.

Application of the Unit

Application of the unit	This unit covers the preparation and application of liquid chemical mixes and/or granular products for the control of weeds, pests and diseases across a range of industry sectors. This unit may be deemed to have a time limit when used as part of an accreditation or licence process.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Determine the need for chemical use	1.1. Nature and level of the pest, weed infestation or disease is identified. 1.2. Need for control is assessed. 1.3. The requirement for chemical use as an option within an integrated pest management strategy is assessed. 1.4. Hazard and risk analysis of different chemical options is undertaken. 1.5. Requirement for chemical application is identified and confirmed.
2. Prepare application/spray plan	2.1. Mixing rates for chemical is defined and calculated. 2.2. Application equipment type and set up requirements are determined for intended application. 2.3. The quantity of mix required is determined. 2.4. Meteorological conditions and forecasts prior to and during application are accessed. 2.5. An application/spray plan is completed. 2.6. Notify neighbours as required in accordance with industry practice or regulatory requirements
3. Prepare chemical mixes	3.1. Requirements from chemical labels and Material Safety Data Sheets (MSDSs) are interpreted and applied. 3.2. Appropriate first aid supplies are at hand. 3.3. Appropriate personal protective and mixing equipment is selected and used in accordance with MSDSs and chemical label. 3.4. A suitable location for mixing and loading is selected. 3.5. Chemicals are prepared in accordance with registered use. 3.6. MSDSs are followed in the event of a spill.
4. Calibrate application equipment	4.1. Pre-operational checks of application equipment are carried out. 4.2. Equipment is calibrated in accordance with manufacturer specifications and application/spray plan. 4.3. Calibration is checked for conformity to the requirements of the application/spray plan. 4.4. Chemical is loaded wearing appropriate Personal Protective Equipment (PPE) and controlling risks to human health and the environment.
5. Apply chemicals	5.1. Appropriate personnel protective equipment is selected and used in accordance with MSDSs and chemical label. 5.2. Chemical is applied in accordance with the application/spray plan and/or instructions and legislative and/or regulatory requirements. 5.3. Risks to others, product integrity and the environment are assessed and minimised.
6. Clean up equipment and complete records	6.1. Excess chemical is disposed of in accordance with label and MSDSs requirements. 6.2. Application equipment is cleaned and decontaminated. 6.3. Requirements for the disposal of unused chemical, containers spilled materials are determined and implemented 6.4. PPE and mixing equipment is cleaned and stored. 6.5. Incidents are reported as required in accordance with legislative and/or regulatory requirements. 6.6. All records, e.g. calibration, application, DG/hazard substances, risk assessments, are completed in accordance with legislative, industry and enterprise requirements.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
identify hazards and implement risk control procedures identify appropriate treatment for pest, disease or weed mix and load chemicals conduct pre-operational checks of application equipment calibrate handheld and/or powered application equipment relevant to the industry sector interpret and apply chemical label requirements in the preparation of an application/spray plan apply chemicals use and maintain PPE dispose of surplus chemical and containers record activities and maintain records use literacy skills to read, interpret and follow organisational policies and procedures, follow sequenced written instructions, record accurately and legible information collected and select and apply procedures for a range of tasks use oral communication skills/language competence to fulfil the job role as specified by the organisation, including questioning techniques, active listening, clarifying information and consulting with supervisors as required use numeracy skills to estimate, calculate and record routine workplace measures use interpersonal skills to work with and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities.
Required knowledge
options for pest control based on Integrated Pest/Resistance Management principles plant, pest, weed and/or diseases relative to industry sector chemical label and MSDSs formats meteorological and other conditions and impacts on safe and effective chemical application types and application of personal protective equipment features, functions and calibration techniques for a range of hand held and/or powered application equipment relevant to the industry sector risk factors including human and animal health, weather, spray drift, spillage and environmental spray nozzle identification, selection, operation and use chemical mix including mixing order, adjuvants, water quality, efficacy etc application techniques for a range of equipment types requirements for disposal of excess chemicals, clearing spillages and equipment clean up legislation including Occupational Health and Safety (OHS) and environment, and licensing requirements, in relation to chemical use.

Evidence Guide

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 and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: assess the need for chemical use comply with safety, chemical label and MSDSs requirements prepare an application/spray plan prepare and apply chemicals calibrate application equipment maintain chemical records
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Chemical types may include:	all types of chemical mixes used in the control of pests, weeds and diseases including animal health products.
This unit does not cover:	operation of specialised equipment and machinery transport handling and storage of chemicals set up of advanced operation specialised on-board control equipment.

Unit Sector(s)

Unit sector	Chemicals

Co-requisite units

Co-requisite units

Competency field

Competency field

AHCCHM304A Transport, handle and store chemicals

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers the process of transporting, handling and storing chemicals safely and identifies the standard required to: correctly maintain and use personal protective equipment (PPE) according to label; follow emergency procedures for chemical spillage; follow legislative requirements for the safe transport of chemicals; and maintain storage area and chemical manifest.

Application of the Unit

Application of the unit	This unit applies to the safe transport, handling and storage of liquid and dry chemical formulations across a range of industry sectors. The work is likely to be carried out unsupervised. Responsibility for and limited organisation of the work of others may be involved. This unit may be deemed to have a time limit when used as part of an accreditation or licensing process.

Licensing/Regulatory Information

Refer to Application of the Unit

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Transport and handle chemicals and biological agents	1.1. Transport requirements are identified and followed from legislative and regulatory requirements, including Occupational Health and Safety (OHS). 1.2. Risks involved in the transport and handling of chemical and biological agents are assessed and minimised. 1.3. Containers are confirmed as being in a sound condition to transport. 1.4. PPE is used as required according to manufacturer specifications and OHS requirements. 1.5. Instructions from chemical material safety data sheets (MSDS) are followed in the event of a spill. 1.6. Transport incidents are reported as required according to legislative and/or regulatory requirements. 1.7. Appropriate first aid kit and spill kit are confirmed as being on hand for all stages of transport, handling and storage.
2. Store chemicals in the workplace	2.1. Appropriate storage methods are used according to chemical labels, MSDS, and/or legislative and regulatory requirements. 2.2. Risks involved in storage of chemical and biological agents are assessed and minimised. 2.3. Storage area is maintained according to legislative and regulatory requirements, including OHS and environmental protection. 2.4. Products are retained in original containers with labels intact. 2.5. Storage methods are utilised to prevent contact with people or animals, contamination of produce or the environment. 2.6. Correct disposal procedures are applied for used chemical drums and storage containers. 2.7. Unwanted and/or out-of-date chemicals are disposed of according to legislative and/or regulatory requirements and industry programs.
3. Record storage details	3.1. Chemical storage inventory and records are maintained according to legislative and regulatory requirements, including OHS. 3.2. Storage incidents are reported as required according to legislative and/or regulatory requirements.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
transport, handle and store chemicals safely follow chemical label and MSDS requirements for transport handling and storage maintain records use literacy skills to read, interpret and follow organisational policies and procedures, follow sequenced written instructions, record information collected accurately and legibly, and select and apply procedures for a range of tasks use oral communication skills/language competence to fulfil the job role as specified by the organisation, including questioning techniques, active listening, clarifying information and consulting with supervisors as required use numeracy skills to estimate, calculate and record routine workplace measures use interpersonal skills to work with and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities.
Required knowledge
transport handling and storage requirements on chemical labels and MSDS types and application of PPE used in transport and handling legislation and regulations, including OHS and licensing requirements in relation to chemical storage and transport risk factors, including human, animal health and environmental associated with transport, handling and storage requirements for disposal of excess, unwanted and/or out-of-date chemicals requirements for disposal of used chemical containers and/or drums processes for clearing spillages and clean up.

Evidence Guide

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 and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: transporting, handling and storing chemicals safely identify the standard required to correctly maintain and use PPE according to label follow emergency procedures for chemical spillage follow legislative requirements for the safe transport of chemicals maintain storage area and chemical manifest.
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Chemicals handling may include:	requirements for the safe transport, handling and storage of chemicals and products used in the control of pest, weeds and diseases, including animal health products.
This unit does not cover:	operation of specialised chemical application equipment and machinery, application of chemicals. See separate units of competency under the appropriate category.

Unit Sector(s)

Unit sector	Chemicals

Co-requisite units

Co-requisite units

Competency field

Competency field

AHCDRG201A Maintain drainage systems

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers the process of carrying out routine maintenance activities for drainage systems and defines the standard required to: carry out cleaning and maintenance of drainage systems; inspect and maintain simple drainage system components; monitor and control weeds and silt build up; inspect components for wear and record and report damage, blockages and leakages.

Application of the Unit

Application of the unit	This unit applies to workers in all industry sectors maintaining drainage systems usually working under supervision in a support role as directed.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Inspect drainage systems	1.1. Occupational Health and Safety (OHS) hazards are identified and safety concerns reported to the supervisor. 1.2. Personal Protective Equipment (PPE) is used and maintained according to procedures. 1.3. Drainage system is visually inspected for blockages, leaks and operating faults.
2. Maintain system components	2.1. Components are inspected for wear or blockage. 2.2. Mechanical equipment is serviced as directed. 2.3. Simple components are replaced as directed.
3. Remove silt and weed growth	3.1. Silt is cleaned from channels, drains, sumps and crossings. 3.2. Weed growth is removed as directed. 3.3. Drainage system is flushed. 3.4. Unobstructed water flow is observed through channels and from outlets.
4. Record and report maintenance activities	4.1. Blockage or leakage is recorded by type and location of the section of the system affected. 4.2. Damaged or faulty equipment is recorded and reported. 4.3. All routine maintenance activities are recorded and reported. 4.4. Drainage system is checked regularly according to directions.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
identify hazards follow safe work practices relating to drainage system maintenance read and follow operational procedures for drainage system maintenance record and report maintenance observations and activities use hand or powered equipment use a range of weed control methods use oral communication skills/language competence to fulfil the job role as specified by the organisation including questioning, active listening, asking for clarification and seeking advice from supervisor use interpersonal skills to relate to people from a range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities.
Required knowledge
basic types of drainage systems drainage system cleaning procedures OHS procedures relating to drainage system maintenance manual, mechanical and chemical weed control methods equipment used to clean and maintain drainage systems legislation regarding the use of chemicals near waterways disposal procedures for chemical containers and residues, oils/grease and used parts environmental impacts of drainage system maintenance.

Evidence Guide

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 and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: carry out cleaning and maintenance of drainage systems inspect and maintain simple drainage system components monitor and control weeds and silt build up inspect components for wear record and report damage, blockages and leakages.
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Drainage systems may include:	drainage pipes and channels surface drains, culverts, mole drains, sand slit, sub surface traps, reed beds pumps for recycling baffles.
Operation systems may include:	manual operation with monitoring fully automated with computer control and monitoring.

Unit Sector(s)

Unit sector	Drainage

Co-requisite units

Co-requisite units

Competency field

Competency field

AHCMOM204A Undertake operational maintenance of machinery

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers the process of undertaking operational maintenance of machinery and defines the standard required to: select and prepare tools and equipment; carry out lubrication and basic servicing; conduct basic diagnostic tests; report simple faults or report and tag more serious faults; collect, remove and recycle or dispose of wastes; maintain records of machinery maintenance.

Application of the Unit

Application of the unit	This unit applies to workers in the agriculture, horticulture and land management sectors who use non-specialist skills to perform basic servicing and repairs on a range of machinery according to scheduled maintenance programs. The operational maintenance of machinery will usually follow set routines, methods and procedures.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare for maintenance	1.1. Maintenance plans are accessed and understood prior to undertaking maintenance work. 1.2. Tools and supplies are selected appropriate to job requirements and confirmed against maintenance plan. 1.3. Tools are inspected for serviceability and prepared for use according to manufacturer's specifications and enterprise requirements. 1.4. Occupational Health and Safety (OHS) hazards are identified and safety concerns reported to the supervisor.
2. Perform scheduled maintenance	2.1. OHS hazards are identified and safety concerns reported to the supervisor. 2.2. Greasing, lubrication and other basic servicing of machinery are carried out according to manufacturer's specifications and enterprise requirements. 2.3. Equipment is adjusted according to manufacturer's specifications and enterprise requirements. 2.4. Basic diagnostic techniques are applied and mechanical faults are identified and rectified according to manufacturer's specifications. 2.5. More serious or complex faults are reported for referral according to enterprise requirements.
3. Complete maintenance activities	3.1. Tools are cleaned and stored according to OHS and enterprise requirements. 3.2. Waste from maintenance activities is collected, treated and disposed or recycled according to enterprise environmental requirements. 3.3. Work areas are cleaned, returned to operating condition and maintained according to OHS and enterprise requirements. 3.4. Relevant information is documented according to industry and enterprise requirements.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
identify hazards and apply safe work practices use tools and equipment safely carry out basic servicing of machinery carry out basic mechanical fault finding and diagnostic tests refer complex mechanical faults to appropriate technician follow procedures to dispose of waste recognise caution or hazard signs and symbols interpret tasks or information from labels, manuals or written instructions record information accurately or verbally report information use literacy skills to follow sequenced written instructions and record information accurately and legibly use oral communication skills/language competence to fulfil the job role as specified by the organisation including questioning, active listening, asking for clarification and seeking advice from supervisor use numeracy skills to estimate, calculate and record routine workplace measures use interpersonal skills to relate to people from a range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities.
Required knowledge
types and uses of lubricants and other commonly used servicing materials operational principles of machinery including mechanical and auto-electrical systems servicing characteristics of plant and equipment types, characteristics, uses and limitations of hand power tools functions of components of common mechanical and hydraulic systems working principles of 2-stroke, 4-stroke, petrol and diesel engines set-up requirements of plant and equipment, and principles of calibration basic diagnostic processes and techniques environmental Codes of Practice with regard to maintenance activities OHS and environmental legislative and enterprise requirements and Codes of Practice hazard identification and OHS procedures.

Evidence Guide

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 and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: select and prepare tools and equipment carry out lubrication and basic servicing conduct basic diagnostic tests report simple faults or report and tag more serious faults collect, remove and recycle or dispose of wastes maintain records of machinery maintenance.
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Operational maintenance of machinery may include:	the basic operational maintenance of a range of agricultural, horticultural or land management machinery.
Machinery may include:	sprayers tractors mechanical pruners harvesters turf mowers rotary hoes chainsaws hedge trimmers winches vehicles motorcycles.

Unit Sector(s)

Unit sector	Machinery operation and maintenance

Co-requisite units

Co-requisite units

Competency field

Competency field

AHCMOM304A Operate machinery and equipment

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers the process of maintaining and operating machinery and equipment and defines the standard required to: carry out pre-operational checks and maintenance and report defects if necessary; secure attachments according to manufacturer's directions; operate machinery in a safe and controlled manner; follow procedures to minimise environmental impacts; implement shut-down procedures and store machinery and equipment; record maintenance and operation details.

Application of the Unit

Application of the unit	This unit applies to workers in agriculture, horticulture and land management who operate machinery and equipment for the enterprise. The unit is likely to be carried out under limited supervision with checking only related to overall progress.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare machinery and equipment for use	1.1. Machine and equipment is selected appropriate to job requirements and confirmed against a work plan. 1.2. Routine pre-operational checks of machinery and equipment are carried out to manufacturer's specifications and enterprise requirements. 1.3. Equipment is securely attached and calibrated for operation to manufacturer's specifications. 1.4. Faulty machinery and equipment is identified, safety tagged, and reported to supervisor according to enterprise requirements. 1.5. Occupational Health and Safety (OHS) hazards are identified, risks assessed and risk controls are implemented.
2. Operate machinery and equipment	2.1. Machinery and equipment is operated in a safe and controlled manner, and monitored for performance and efficiency. 2.2. Risk to self, others and the environment are recognised and minimised according to enterprise and OHS requirements. 2.3. Personal Protective Equipment (PPE) is selected, used and maintained according to procedures. 2.4. Environmental implications associated with machinery operation are identified, assessed and taken into account.
3. Check and complete machinery and equipment operation	3.1. Machinery and equipment shut-down procedures are carried out to manufacturer's specifications and enterprise requirements. 3.2. Machinery and equipment operational records are maintained according to enterprise requirements. 3.3. Machinery and equipment damage, malfunctions or irregular performance are recorded and/or reported according to enterprise requirements. 3.4. Machinery and equipment is cleaned, secured and stored according to manufacturer's specifications and enterprise requirements.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
identify hazards and implement safe operating procedures complete pre-operational checks recognise and report defects operate machinery and equipment to industry standards demonstrate safe and environmentally responsible workplace practices read and interpret manufacturer's specifications, work and maintenance plans, and Material Safety Data Sheets (MSDSs) interpret and apply instructions, communicate with work team and supervisor, record and report equipment faults, workplace hazards, and accidents measure and calculate volumes, consumption and servicing requirements use interpersonal skills to work with and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities.
Required knowledge
manufacturers specifications for servicing of machinery and equipment operating principles and operating methods for machinery and equipment principles of weight distribution with regard to load shifting and machinery movement procedures for cleaning, securing and storing machinery, equipment and materials potential risks and hazards associated with the operation of machinery and equipment use of hazardous substances environmental impacts and minimisation measures associated with the operation of machinery and equipment OHS and environmental legislation, regulations and Codes of Practice relevant State/Territory legislation, regulations and Codes of Practice with regard to licensing, roads and traffic requirements.

Evidence Guide

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 and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: carry out pre-operational checks and maintenance and report defects if necessary secure attachments according to manufacturer's directions operate machinery in a safe and controlled manner follow procedures to minimise environmental impacts implement shut-down procedures and store machinery and equipment record maintenance and operation details evidence records must include details of the machinery and equipment that the candidate was assessed on.
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Machinery and equipment may include:	hydraulic equipment stationary engines spraying equipment mulching and chipping equipment powered trailers and three point linkage equipment excludes chainsaws, tractors, vehicles and earth moving equipment.

Unit Sector(s)

Unit sector	Machinery operation and maintenance

Co-requisite units

Co-requisite units

Competency field

Competency field

AHCNSY202A Tend nursery plants

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers the process of tending containerised nursery plants and defines the standard required to: establish the requirements of plants; monitor irrigation and temperature control systems; maintain nursery hygiene; monitor plants; maintain nursery records; implement procedures for waste disposal and tool maintenance.

Application of the Unit

Application of the unit	This unit applies to the process of tending containerised nursery plants in production nurseries. It relates to working under routine supervision with intermittent checking. Responsibility for some roles and co-ordination within a team may be required. Maintenance of nursery plants usually follows established enterprise guidelines.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Maintain the nursery environment	1.1. Occupational Health and Safety (OHS) hazards in the nursery environment are identified, risks assessed and reported to the supervisor. 1.2. Plant growth and health requirements are clarified with the supervisor. 1.3. Irrigation system components are serviced for basic operational use and basic user serviceable parts are repaired or replaced. 1.4. Performance of the irrigation system is checked to ensure optimum results. 1.5. Temperature controls are monitored to ensure specified levels are maintained. 1.6. Hygiene practices are followed to minimise risk of contamination.
2. Maintain nursery plants	2.1. Suitable Personal Protective Equipment (PPE) is selected, used and maintained. 2.2. Common problems in nursery plants are recognised, and rectified and/or reported to the supervisor. 2.3. Tools and equipment are selected and used for plant maintenance. 2.4. Treatments are applied to assist plant growth as directed by the supervisor. 2.5. Water is applied in the quantity and method specified. 2.6. Nursery operations are undertaken according to OHS requirements. 2.7. Plant quality is maintained.
3. Complete nursery plant maintenance operation	3.1. Workplace information is recorded in the appropriate format. 3.2. Waste is collected and disposed of or recycled. 3.3. Tools and equipment are cleaned and stored.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
recognise common problems in nursery plants monitor temperature controls apply plant growth treatments as directed apply specified watering select and use tools and equipment check irrigation system performance service basic irrigation system components repair or replace user serviceable irrigation components maintain nursery hygiene participate in teams and contribute to team objectives read and interpret enterprise work procedures communicate effectively with team members and supervisor measure quantities and calculate application rates minimise environmental disturbance use interpersonal skills to relate to people from a range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities.
Required knowledge
daily water requirements of nursery plants botany and plant physiology environmental requirements of a range of containerised plants growing in a nursery setting applied understanding of the importance of hygiene and quality control when tending nursery plants common problems that may occur with containerised plants in a controlled environment and their treatment Nursery Industry Water Management Best Practice Guidelines 2005 principles and operations of a range of irrigation systems used in nurseries methods of disposing of waste to minimise damage to the external environment.

Evidence Guide

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 and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: establish the requirements of plants monitor irrigation and temperature control systems maintain nursery hygiene monitor plants maintain nursery records implement procedures for waste disposal and tool maintenance.
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Nursery environments may include:	glasshouses shade houses hardening-off areas.
Plants may include:	plants common in production nurseries and commonly used and produced in the region.
Plant physiological processes may include:	principles of transpiration water intake nutrient uptake photosynthesis respiration translocation.

Unit Sector(s)

Unit sector	Nursery

Co-requisite units

Co-requisite units

Competency field

Competency field

AHCNSY306A Implement a propagation plan

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers the process of plant propagation by both sexual and asexual methods and defines the standard required to: prepare tools and propagation materials for work; prepare workspaces for propagation activities; use a range of propagation methods to produce new crops; place or prepare for placing newly propagated material in appropriate growing environment; record propagation activities.

Application of the Unit

Application of the unit	This unit applies to the process of implementing a propagation plan and involves working within routine methods and procedures under limited supervision, with checking only related to overall progress. Some discretion and judgement is required in the selection of equipment, work organisation, services, actions and achieving outcomes within time constraints.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare for propagation activities	1.1. Workplace information is interpreted and tasks organised to achieve daily work routine within time constraints. 1.2. Tools, equipment and machinery are selected according to propagation method and enterprise work procedures. 1.3. Growing environment is prepared to suit species and propagation method. 1.4. Hygiene practices are implemented according to enterprise guidelines. 1.5. Occupational Health and Safety (OHS) hazards are identified, risks assessed, controls implemented and reported to the supervisor.
2. Select propagation material	2.1. Parent plant is identified and selected according to health, vigour and desired characteristics. 2.2. Propagation material is selected and collected according to the propagation method, and species. 2.3. Conditioning and storage requirements are selected to ensure maximum viability of propagating material.
3. Prepare propagating media	3.1. Media components are selected according to manufacturer directions, enterprise guidelines, propagation method and plant needs. 3.2. Propagation media is tested to ensure the product complies with media specifications. 3.3. Media and components are handled according to OHS requirements. 3.4. Storage requirements for the unused propagation media are selected.
4. Propagate plants	4.1. Propagation material is prepared according to the propagation method and species. 4.2. Propagation techniques are performed according to plant species and documented guidelines. 4.3. Plants are handled in a way that minimises damage. 4.4. Aftercare is applied to suit the media conditions, plant requirements and propagation techniques employed.
5. Complete propagation operations	5.1. Ensure work site is cleaned according to hygiene requirements. 5.2. Waste is collected and disposed of or recycled to minimise damage to the external environment in accordance with enterprise guidelines. 5.3. Records are completed accurately and at the required time according to documented guidelines.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
select appropriate propagation material identify and assess hazards in the work area recognise and rectify problems and anomalies with parent plants, propagation material, propagation media, equipment and materials use propagation techniques for a range of plants use a diversity of propagation techniques prepare, mix and use chemicals as required use literacy skills to read, interpret and follow organisational policies and procedures, follow sequenced written instructions, record accurately and legible information collected and select and apply procedures for a range of tasks use oral communication skills/language competence to fulfil the job role as specified by the organisation, including questioning techniques, active listening, clarifying information and consulting with supervisors as required use numeracy skills to estimate, calculate and record routine workplace measures use interpersonal skills to work with and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities.
Required knowledge
quality specifications for parent plants and propagation materials enterprise and industry hygiene standards required for propagation activities common problems that may occur while performing propagation activities in a controlled environment, and preventative/corrective action that may apply propagation techniques required for a range of plants aftercare requirements for a range of propagated plants testing methods applied to propagation media preferred types of propagation media for different species.

Evidence Guide

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 and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: prepare tools and propagation materials for work prepare workspaces for propagation activities use a range of propagation methods to produce new crops place or prepare for placing newly propagated material in appropriate growing environment record propagation activities.
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Methods of propagation may include:	sexual and asexual methods of propagation including tissue culture.
Propagation material may include:	seeds cuttings spores rootstock scion rootlings buds separations/divisions tissue cultures rhizomes plantlets.
Propagating media may include:	sand potting mix agar gravel scoria rock wool gro-wool sawdust pine bark perlite vermiculite water (hydroponics).

Unit Sector(s)

Unit sector	Nursery

Co-requisite units

Co-requisite units

Competency field

Competency field

AHCPGD201A Plant trees and shrubs

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers the process of manual planting of trees and shrubs and defines the standard required to: carry out ground preparation; excavate planting holes; apply suitable tree planting techniques for the tree species; inspect root ball quality; apply a range of treatments; apply post planting applications; monitor and record plantings.

Application of the Unit

Application of the unit	This unit applies to the process of planting of trees, shrubs and other containerised and bare-rooted plants.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare for planting operations	1.1. Occupational Health and Safety (OHS) hazards are identified and reported to the supervisor. 1.2. Personal Protective Equipment (PPE) is used and maintained according to procedures. 1.3. Tools and equipment for planting are used according to directions. 1.4. Site is marked out according to planting plan and according to directions. 1.5. Competing plants are controlled. 1.6. Soil is modified according to directions.
2. Prepare trees and shrubs for planting	2.1. Planting holes are excavated according to the needs of the plant. 2.2. Trees and shrubs are watered prior to planting. 2.3. Root ball is verified to be damp. 2.4. Trees and shrubs are removed from containers.
3. Inspect plants and report problems	3.1. Plant and root ball are inspected 3.2. Dry, water repellent and loose root balls are reported to the supervisor. 3.3. Presence of symptoms of pests or disease is reported to the supervisor. 3.4. Root treatments are applied according to directions.
4. Install trees, shrubs and/or other plants	4.1. Plants are placed in hole. 4.2. Planting hole is back-filled and soil consolidated. 4.3. Plants are watered in where required to eliminate air pockets. 4.4. Apply mulch as directed.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
identify hazards use tools and equipment for planting mark out planting site excavate planting holes inspect root ball condition observe problems of root balls install plants apply root treatments follow work procedures participate in teams and contribute to team objective use literacy skills to follow sequenced written instructions and record information accurately and legibly use oral communication skills/language competence to fulfil the job role as specified by the organisation including questioning, active listening, asking for clarification and seeking advice from supervisor use numeracy skills to estimate, calculate and record routine workplace measures use interpersonal skills to relate to people from a range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities.
Required knowledge
basic botany and physiology chemical use, toxicity and mode of action of chemicals used awareness of the impact of planting activities on the surrounding environment planting techniques relating to specific species factors affecting the timing and method of tree or shrub planting initial establishment needs of juvenile plants soil amelioration techniques principles relating to the application of mulches and fertilisers basic plant structure and the physical and nutritional requirements of plants OHS legislative requirements and Code of Practice manual handling techniques the effect of adverse outdoor climatic conditions.

Evidence Guide

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 and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: carry out ground preparation excavate planting holes apply suitable tree planting techniques for the tree species inspect root ball quality apply a range of treatments apply post planting applications monitor and record plantings.
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Plants may include:	trees, shrubs and other containerised and bare-rooted plants.
Planting may include:	all plant installations and planting activities in parks and gardens domestic and commercial landscapes sporting facilities planting of windbreaks and shelter belts programmed environmental maintenance rehabilitation of natural areas reversal of environmental degradation.

Unit Sector(s)

Unit sector	Parks and gardens

Co-requisite units

Co-requisite units

Competency field

Competency field

AHCPGD203A Prune shrubs and small trees

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers the process of pruning shrubs and small trees and defines the standard required to: confirm the pruning method; prepare tools and equipment; and prune shrubs and trees to AS 4373-2007 Pruning of amenity trees, as required.

Application of the Unit

Application of the unit	This unit applies to the process of pruning shrubs and small trees while working from the ground.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify pruning requirements	1.1. Occupational Health and Safety (OHS) hazards are identified and safety concerns reported to the supervisor. 1.2. Personal protective equipment (PPE) is used according to procedures. 1.3. Pruning tools and equipment are appropriate to the location, access and size of material to be pruned. 1.4. Plants that require pruning are identified according to the pruning program and directions. 1.5. Pruning method to be used is confirmed by the supervisor.
2. Undertake pruning of shrubs and small trees	2.1. Pre-operational and safety checks are carried out on pruning tools and equipment according to manufacturer specifications and documented low risk work procedures. 2.2. Machinery, equipment and tools are operated according to documented low risk work procedures. 2.3. Pruning cuts are implemented according to directions and AS 4373 Pruning of amenity trees. 2.4. Correct manual handling techniques are used when lifting or moving heavy loads. 2.5. Work outcomes are recorded or reported to the supervisor according to enterprise work procedures.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
recognise plants, shrubs and trees operate tools adjust fuel levels use appropriate tools, equipment and safety equipment identify and report site and tree hazards participate in teams and contribute to team objectives minimise environmental disturbance use literacy skills to follow sequenced written instructions and record information accurately and legibly use oral communication skills/language competence to fulfil the job role as specified by the organisation, including questioning, active listening, asking for clarification and seeking advice from supervisor use numeracy skills to estimate, calculate and record routine workplace measures use interpersonal skills to relate to people from a range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities.
Required knowledge
principles of pruning effects of pruning on plant growth and habit plant health principles (e.g. CODIT) relevant to pruning AS 4373 Pruning of amenity trees plant names and growth habits basic botany and physiology correct and safe use and care of tools and equipment understanding of work procedures the effect of outdoor climatic conditions on pruning programs and tool selection awareness of potential public nature of pruning work use of hygienic practices.

Evidence Guide

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 and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: confirm the pruning method prepare tools and equipment prune shrubs and trees to AS 4373-2007 Pruning of amenity trees, as required.
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Small trees may include:	trees less than three metres in height.
Pruning may include:	modifying the shape, form, vigour, correction or control of growth prevention of disease or damage promotion of health modifying the canopy and fruit and flower production providing ornamental effects or aesthetic appeal providing clearance for services, access or cultural practices.

Unit Sector(s)

Unit sector	Parks and gardens

Co-requisite units

Co-requisite units

Competency field

Competency field

AHCPMG201A Treat weeds

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers the process of treating weeds and defines the standard required to: identify significant weed species for the enterprise; apply a range of weed treatment control options; recognise and control risks to environment (including spray drift and chemical spillage); clean and store equipment correctly; monitor treatment site; record weed treatment.

Application of the Unit

Application of the unit	This unit applies to supervised workers in agriculture, horticulture and land management who carry out the process of treating weeds and is carried out following specific work instructions.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare to treat weeds	1.1. Weeds which impact on commercial crops, gardens and turf, and natural areas are recognised by common name. 1.2. Details of the weed occurrence are recorded and reported to the supervisor. 1.3. Treatment methods are selected in consultation with the supervisor. 1.4. Equipment is selected and prepared for use according to enterprise guidelines and manufacturers specifications. 1.5. Occupational Health and Safety (OHS) hazards are identified and safety concerns reported to the supervisor.
2. Treat weeds	2.1. Personal Protective Equipment (PPE) is used and maintained according to procedures. 2.2. Treatments are prepared according to supervisor's instructions and manufacturer's guidelines. 2.3. Treatments are applied in such a way that non-target damage is minimised. 2.4. Treatments are applied according to OHS and environmental regulatory requirements.
3. Carry out post treatment operation	3.1. Equipment is shut down and cleaned with full consideration of environmental impacts and OHS requirements. 3.2. Treatment waste is disposed of causing minimal environmental damage.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
identify hazards and implement safe work practices read and interpret chemical labels, Material Safety Data Sheets (MSDSs), manufacturer's specifications for setting up equipment use and maintain PPE prepare to treat weeds apply weed treatments carry out post treatment operations maintain spray records recognise caution or hazard signs and symbols interpret tasks or information from labels, manuals or written instructions record information accurately or verbally report information use literacy skills to follow sequenced written instructions and record information accurately and legibly use oral communication skills/language competence to fulfil the job role as specified by the organisation including questioning, active listening, asking for clarification and seeking advice from supervisor use numeracy skills to estimate, calculate and record routine workplace measures use interpersonal skills to relate to people from a range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities.
Required knowledge
recognition of common weeds for a particular enterprise/situation weed growth characteristics different types of control measures, treatments and their principles modes of action of different chemicals equipment capability and limitations legislation relation to the use of chemicals for weed control OHS responsibilities of employers and employees OHS legislative requirements and associated hazardous substances regulations and Codes of Practice correct wearing/fit of personal protective equipment environmental considerations when using chemicals for weed control.

Evidence Guide

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 and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: identify significant weed species for the enterprise apply a range of weed treatment control options recognise and control risks to environment (including spray drift and chemical spillage) clean and store equipment correctly monitor treatment site record weed treatment.
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Weeds may include:	all plants that are classified as weeds.
Treat weeds may include:	control by cultural, biological and chemical methods.

Unit Sector(s)

Unit sector	Pest management

Co-requisite units

Co-requisite units

Competency field

Competency field

AHCPMG202A Treat plant pests, diseases and disorders

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers the process of treating plant pests, diseases and disorders and defines the standard required to: identify significant plant pests, diseases and disorders for the enterprise; apply a range of control or treatment options; recognise and control risks to environment (including spray drift and chemical spillage); clean and store equipment correctly; observe the treatment site and record plant treatments.

Application of the Unit

Application of the unit	This unit applies to supervised workers in plant or pasture-based industries and is carried out following strict work instructions and under supervision.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare to treat plant pests, diseases and disorders	1.1. Plant pests, diseases and disorders are recognised by common name. 1.2. Details of the plant pest, disease and disorder occurrence are recorded and reported to the supervisor. 1.3. Treatment methods are selected in consultation with the supervisor. 1.4. Equipment is selected and prepared for use according to enterprise guidelines and manufacturer's specifications. 1.5. Occupational Health and Safety (OHS) hazards are identified and safety concerns reported to the supervisor.
2. Apply treatments to plant pests, diseases and disorders	2.1. Personal Protective Equipment (PPE) is used and maintained according to procedures. 2.2. Treatments are prepared according to supervisor's instructions and manufacturers guidelines. 2.3. Treatments are applied in such a way that non-target damage is minimised. 2.4. Treatments are applied according to OHS and regulatory requirements.
3. Carry out post treatment operation	3.1. Equipment is shut down and cleaned with full consideration of environmental impacts. 3.2. Treatment waste is disposed of causing minimal environmental damage. 3.3. Records are maintained according to enterprise guidelines.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
read and interpret chemical labels, Material Safety Data Sheets (MSDSs), manufacturer's specifications for setting up equipment recognise a range of plant pests, diseases and disorders monitor and record the severity of the plant pest or disease problem prepare to treat plant pests and diseases apply plant pest, disease and disorder treatments carry out post treatment operations use and maintain PPE appropriate to task maintain spray and other treatment records use literacy skills to follow sequenced written instructions and record information accurately and legibly use oral communication skills/language competence to fulfil the job role as specified by the organisation including questioning, active listening, asking for clarification and seeking advice from supervisor use numeracy skills to estimate, calculate and record routine workplace measures use interpersonal skills to relate to people from a range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities.
Required knowledge
recognition of common plant pests, diseases and disorders for a particular enterprise/situation different types of control measures and their principles modes of action of different chemicals legislation relation to the use of chemicals for plant pest, disease and disorder control OHS legislative and enterprise requirements and Codes of Practice correct use and maintenance of PPE.

Evidence Guide

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 and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: identify significant plant pests, diseases and disorders for the enterprise apply a range of control or treatment options recognise and control risks to environment (including spray drift and chemical spillage) clean and store equipment correctly observe the treatment site record plant treatments.
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Plant pests, diseases and disorders may include:	those which impact on commercial crops, pastures, amenity areas, gardens and turf, and natural areas.
Plant pests may include:	chewing, sucking and boring invertebrates nematodes fungi viruses bacteria.
Plant disorders may include:	toxic soil, air and water.
Plant pests, diseases and disorders does not include:	vertebrate pests nutrient deficiencies extreme environmental conditions.

Unit Sector(s)

Unit sector	Pest management

Co-requisite units

Co-requisite units

Competency field

Competency field

AHCPMG301A Control weeds

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers the control of weeds and defines the standard required to: identify a range of weeds and beneficial organisms; plan and coordinate weed control activities; prepare and calibrate equipment; conduct a site hazard identification and risk control assessment for weed control; apply a range of weed control methods and maintain records; monitor, record and report the effectiveness of controls.

Application of the Unit

Application of the unit	This unit applies to workers in agriculture, horticulture or land management-based enterprises who are required to carry out the control of weed infestations using cultural, biological and chemical methods to provide effective, economical control of weeds while minimising damage to the environment.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Assess weed infestation	1.1. Identify the scope and size of the weed infestation that adversely impacts on the landscape. 1.2. Identify weeds and record details of the weeds and beneficial organisms. 1.3. Identify tolerable levels of infestation according to client, market, environmental and IPM requirements. 1.4. Determine if plant health or growth requirements are compromised by level of infestation. 1.5. Seek professional advice if required in the assessment of the weed infestation.
2. Plan control measures	2.1. Determine suitable control options according to Integrated Pest Management principles and industry practice. 2.2. Identify the hazards, assess and control risks to others and the environment. 2.3. Identify appropriate tools, equipment and machinery for the planned control measure. 2.4. Select appropriate Personal Protective Equipment (PPE) in accordance with Occupational Health and Safety (OHS) requirements. 2.5. Prepare a control plan for the control measure/strategy.
3. Implement control measures	3.1. Implement control measures in accordance with IPM principles, industry practice and control plan. 3.2. Ensure that control measures minimise non-target damage. 3.3. Maintain records of the control measure/s applied.
4. Monitor control measures	4.1. Monitor control measures to identify signs of adverse impact on humans, animals, non-target plants or environment. 4.2. Assess effectiveness of control measures in accordance with IPM guidelines and/or available industry standards. 4.3. Record assessment of control measures and report to client or organisation.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
identify a range of weeds and beneficial organisms identify threshold level of weeds for treatment conduct a site hazard identification and risk control assessment prepare a control plan use appropriate cultural, biological or chemical controls minimise damage to non-target species complete records of control treatments use oral communication skills/language competence to fulfil the job role as specified by the organisation, including questioning techniques, active listening, clarifying information and consulting with supervisors as required use numeracy skills to estimate, calculate and record routine workplace measures use interpersonal skills to work with and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities.
Required knowledge
economic, aesthetic and environmental threshold for a range of weeds IPM principles and strategies lifecycle and biology of weeds hazard identification and risk assessment methodologies types of control measures (cultural, biological, chemical) commonly used in industry/sector types of equipment including personal protective equipment appropriate to the control measure risk factors including human, animal health and environmental associated with a range of control measures/options OHS requirements pertaining to the use of cultural, biological, chemical agents.

Evidence Guide

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 and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: identify a range of weeds and beneficial organisms plan and coordinate weed control activities prepare and calibrate equipment conduct a site hazard identification and risk control assessment for weed control apply a range of weed control methods and maintain records monitor, record and report the effectiveness of controls.
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Weeds may include:	the range of significant and noxious weeds of agricultural and horticultural crops, pastures and native vegetation.

Unit Sector(s)

Unit sector	Pest management

Co-requisite units

Co-requisite units

Competency field

Competency field

AHCPMG302A Control plant pests, diseases and disorders

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers the process of controlling plant pests, diseases and disorders taking into consideration Integrated Pest Management (IPM) options and defines the standard required to: identify a range of pests, diseases and disorders, and beneficial organisms; assess damage or threat to plants; select pest and disease controls and timing of operations; prepare and calibrate equipment; apply a range of pest and disease control methods and keep records; monitor the effectiveness of controls.

Application of the Unit

Application of the unit	This unit applies to workers in plant-based enterprises or activities and is likely to be under limited supervision from others with checking only related to overall progress. Responsibility for and limited organisation of the work of others may be involved.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Assess pests and disease infestation	1.1. Scope and size of the infestation is assessed. 1.2. Plants pests, diseases and disorders and beneficial organisms are identified and reported or recorded in field notes. 1.3. Levels of pest infestations tolerated by the client, market or environment are identified from the IPM strategy.
2. Plan the implementation of control measures	2.1. Control measures suitable for the infestation are selected from IPM strategy. 2.2. Tools, equipment and machinery are selected for each work activity according to enterprise work procedures. 2.3. Occupational Health and Safety (OHS) hazards are identified, risks assessed and risk controls are implemented. 2.4. Personal Protective Equipment (PPE) is selected, used and maintained according to procedures. 2.5. Control measures selected need to be in full consideration of OHS and environmental implications.
3. Implement control measures	3.1. Enterprise work team, contractors and IPM product suppliers are coordinated in a sequential, timely and effective manner in consultation with the supervisor. 3.2. Control measures are implemented according to the IPM standards or industry Code of Practice. 3.3. A clean and safe work area is maintained throughout and on completion of each activity. 3.4. Records are maintained as required by legislation and enterprise guidelines.
4. Monitor control methods	4.1. Control methods are monitored to identify side effects to other plants, animals or external environment. 4.2. Effectiveness of control methods are assessed in reference to specified industry, OHS and enterprise standards. 4.3. Adjustments to IPM control methods are implemented where necessary to meet enterprise specifications.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
recognise a range of pests, diseases and beneficial organisms within a particular enterprise communicate with work team members, supervisors, contractors and consultants understand IPM symbols and information interpret and apply an IPM- based program utilise proforma reporting, analysis and work procedure documents interpret and apply plant pest and disease spatial and logistical specifications interpret and apply test results, and calculate the quantities and application rates of control materials coordinate work groups, contractors and own activities to sequentially and effectively complete activities in a timely and cost effective manner use interpersonal skills to work with and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities.
Required knowledge
pests and disease recognition economic, aesthetic or environmental thresholds for a range of plant pests, diseases and disorders chemical, biological and cultural control methods and treatments available to the enterprise within the parameters of an IPM program range and use of tools, equipment and machinery available to the enterprise for implementing the control measures range of site monitoring and analysis techniques that may be used to implement and IPM program choice of plant pest and disease methods with site limitations, environmental implications, end market and production or environmental objectives for the site IPM standards or industry Code of Practice occupational health and safety responsibilities for employees and employers correct use and maintenance of personal protective equipment. OHS and environmental legislative requirements including hazardous substances regulations.

Evidence Guide

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 and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: identify a range of pests, diseases and disorders, and beneficial organisms assess damage or threat to plants select pest and disease controls and timing of operations prepare and calibrate equipment apply a range of pest and disease control methods and keep records monitor the effectiveness of controls.
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Pests, diseases and disorders may include:	the range of pests, diseases and disorders of plants managed or controlled by using a range of integrated measures of management and control.

Unit Sector(s)

Unit sector	Pest management

Co-requisite units

Co-requisite units

Competency field

Competency field

AHCTRF302A Establish turf

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers the process of establishing turf in sporting, public recreational open space, commercial and residential sites and defines the standard required to: determine turf establishment methods and requirements from plans, client's quotations or instructions; organise work and use tools, equipment and machinery for a turf establishment project; implement successful turf establishment works; operate and store turf establishment machinery and equipment; report in writing on completion.

Application of the Unit

Application of the unit	This unit applies to the installation, establishment and maintenance of turf areas in new projects and in replacement and renovation of existing turf areas over the time period required for complete establishment in the horticulture, turf and landscaping industries. Turf establishment is likely to be under limited supervision from others, with checking only related to overall progress. This standard involves the application of horticultural knowledge with depth in some areas and a broad range of horticultural skills.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Sample soil for testing	1.1. Soil samples are taken from a representative area and packaged, labelled and sent for laboratory testing. 1.2. Testing results are used to guide soil preparations for turf establishment.
2. Plant turf	2.1. Tools and equipment are chosen appropriate to the task being undertaken, used according to documented guidelines, and safe working practices are employed according to enterprise Occupational Health and Safety (OHS) guidelines. 2.2. Planting site is prepared according to enterprise guidelines. 2.3. Placement and planting method of the plant material are consistent with the turf type. 2.4. Newly planted turf is watered and top-dressing is applied according to plan and supervisors instructions.
3. Maintain newly established turf	3.1. Newly established turf is watered and where advised the new turf is fertilised according to need and method of planting. 3.2. Turf is mowed according to a specified pattern and height according to the requirements of the enterprise. 3.3. Newly established turf is monitored, problems identified, and any changes are reported to supervisor according to enterprise policy. 3.4. Top dressing is applied according to the establishment plan. 3.5. Tools and equipment chosen are appropriate to the task being undertaken, used according to documented guidelines, and safe working practices are employed.
4. Report and repair areas of damaged turf	4.1. Plants are observed for health properties, specifications and historical data. 4.2. Turf condition is observed for quality according to enterprise practice and guidelines. 4.3. Reports and recommendations are written and presented to the client or appropriate supervisor. 4.4. Tools and equipment chosen are appropriate to the task being undertaken, used according to documented guidelines, and safe working practices are employed.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
collect soil samples for analysis package, label and send soil samples for laboratory analysis implement turf establishment practices use turf establishment machinery and equipment use fertilisers and irrigation equipment repair areas of damaged turf use literacy skills to read, interpret and follow organisational policies and procedures, follow sequenced written instructions, record accurately and legible information collected and select and apply procedures for a range of tasks use oral communication skills/language competence to fulfil the job role as specified by the organisation, including questioning techniques, active listening, clarifying information and consulting with supervisors as required use numeracy skills to estimate, calculate and record routine workplace measures use interpersonal skills to work with and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities.
Required knowledge
appropriate agricultural chemicals and concentrations turf identification and growth characteristics soils and turf nutrition fertiliser use and application watering practices common weeds, pests and diseases documented guidelines of enterprise.

Evidence Guide

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 and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: determine turf establishment methods and requirements from plans, clients, quotations or instructions. organise work and use tools, equipment and machinery for a turf establishment project implement successful turf establishment works operate and store turf establishment machinery and equipment report in writing on completion.
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Turf areas may include:	all turf areas such as: those found in public open space parks and reserves public and private gardens playing fields.

Unit Sector(s)

Unit sector	Turf

Co-requisite units

Co-requisite units

Competency field

Competency field

AHCTRF303A Implement a grassed area maintenance program

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit of competency covers the process of implementing a grassed area maintenance program and defines the standard required to: determine the maintenance requirements for a turfed area; conduct a risk assessment for work in a turfed area; safely adjust and use turf maintenance machinery and equipment; write a report on the maintenance program activities.

Application of the Unit

Application of the unit	This unit applies to the maintenance and repair of turfed surfaces. This unit involves working under limited supervision, with checking only related to overall progress. It requires the application of horticultural knowledge and a broad range of grassed area maintenance skills. The work is usually done within routines, methods and procedures where some discretion and judgement is required in the selection of equipment, work organisation, services, actions and achieving outcomes within time constraints.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare for grassed area maintenance work	1.1. Requirements of the maintenance program are clarified with supervisor and enterprise guidelines. 1.2. Equipment and material resource requirements are identified according to the scope of the co-ordination work and supervisor's instructions. 1.3. The priorities for maintenance activities and time allocation is identified, documented and presented to the supervisor for verification. 1.4. The environmental implications of the proposed maintenance work are identified, and the likely outcomes assessed and reported to the supervisor. 1.5. Occupational Health and Safety (OHS) hazards are identified, risks assessed and reported to the supervisor. 1.6. Personal Protective Equipment (PPE) is selected, used, maintained and stored according to the type of work site activities to be undertaken.
2. Maintain and repair grassed areas	2.1. Grassed areas are maintained and repaired as authorised by the supervisor and according to enterprise guidelines and work place priorities. 2.2. Materials to assist in maintenance works are purchased, stored and/or used as required. 2.3. Delivery of materials to site is organised according to workplace priorities. 2.4. Machinery and equipment is organised to be on site in good order when they are required. 2.5. Grassed areas requiring specialist attention and work are identified and organised.
3. Coordinate and report on grassed area maintenance activities	3.1. Resources are coordinated and timed to suit the maintenance activities and priority of work. 3.2. Machinery operators are informed of appropriate use and their responsibilities in respect to operational maintenance requirements of machinery and equipment. 3.3. Personnel, activities, timelines and materials usage are monitored and documented according to enterprise guidelines. 3.4. Contingency situations are recognised and reported to the supervisor, and corrective actions taken according to enterprise guidelines. 3.5. A simple report is written to inform management of maintenance activities undertaken and completed.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
identify the turf apply appropriate maintenance activities for specific turf type read and interpret documentation associated with work site activities calculate material and resource requirements coordinate a team to achieve optimum performance communicate with personnel at all levels document results clearly and concisely conduct a risk assessment use interpersonal skills to work with and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities.
Required knowledge
types of turf and specific maintenance requirements growth rates and cultural requirements of specific turf types methods and practices for maintaining grassed areas turf grass physiology work schedule programming the range, use and availability of materials, equipment and machinery that may be required for the project. environmental awareness associated with undertaking maintenance and repair work on grassed areas OHS issues, legislative requirements and codes of practice.

Evidence Guide

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 and evidence required to demonstrate competency in this unit	The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: determine the maintenance requirements for a turfed area conduct a risk assessment for work in a turfed area safely adjust and use turf maintenance machinery and equipment write a report on the maintenance program activities.
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Maintenance activities may include:	mowing slashing minor weed control watering line marking repairs to damaged/vandalised grassed areas sourcing contractors for specialist turf renovation work.

Unit Sector(s)

Unit sector	Turf

Co-requisite units

Co-requisite units

Competency field

Competency field

BSBADM101 Use business equipment and resources

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to choose equipment and resources to complete a variety of tasks under direct supervision.

It applies to individuals looking to develop the basic skills and knowledge required to use a variety of business equipment.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Administration – General Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Select equipment or resources	1.1 Identify and access business equipment or resources required to complete the task under direct instructions 1.2 Estimate quantities and resources correctly to complete the task 1.3 Check equipment for serviceability in accordance with equipment instructions
2 Operate equipment	2.1 Operate equipment in accordance with manufacturer’s specifications and under direct instructions 2.2 Identify equipment faults accurately and take action to ensure equipment is repaired in accordance with manufacturer’s specifications 2.3 Report repairs outside area of own responsibility to appropriate persons
3 Maintain equipment or resources	3.1 Maintain equipment or resources to support completion of tasks under direct instructions 3.2 Undertake maintenance to ensure equipment meets manufacturer’s specifications 3.3 Maintain records concerning equipment or resources under direct instructions 3.4 Store equipment and resources under direct instructions

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.3, 2.1, 3.3	Comprehends and follows instructions in familiar texts
Writing	3.3	Records and updates documents according to instructions
Oral Communication	1.1, 2.3, 3.1, 3.4	Comprehends simple instructions Asks clarifying questions and responds to answers
Numeracy	1.2	Uses rounding and other mathematical techniques to estimate quantity requirements
Navigate the world of work	2.3	Follows organisational procedures when tasks are beyond own level of responsibility
Get the work done	1.1, 1.2, 1.3, 2.2, 3.1-3.4	Follows clearly defined instructions provided by others Completes routine tasks taking some limited responsibility for decisions regarding equipment and resource choices, operation and maintenance Responds to routine problems by referring to instructions or standard procedures

Range of Conditions

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADM101 Use business equipment and resources	BSBADM101A Use business equipment and resources	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADM101 Use business equipment and resources

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

choose equipment and resources required for tasks

operate equipment according to manufacturer or organisational requirements

report faults according to organisational requirements

maintain equipment and records according to instructions.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe the functions of available business equipment

list the key points in operating the available business equipment safely and correctly

identify common equipment faults

describe how to maintain and store equipment and resources.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the general administration field of work and include access to:

operational and maintenance manuals

organisational procedures related to operation and maintenance of equipment

records relating to resources

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBADM307 Organise schedules

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage appointments and diaries for personnel within an organisation, using manual and electronic diaries, schedules and other appointment systems.

It applies to individuals employed in a range of work environments who provide administrative support to teams and individuals.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Administration – General Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Establish schedule requirements	1.1 Identify organisational requirements and protocols for diaries and staff planning tools 1.2 Identify organisational procedures for different types of appointments 1.3 Determine personal requirements for diary and schedule items for individual personnel 1.4 Establish appointment priorities and clarify in discussion with individual personnel
2 Manage schedules	2.1 Identify recurring appointments and deadlines, and schedule these in accordance with individual and organisational requirements 2.2 Establish availability of attendees, and schedule new appointments in accordance with required timelines and diary commitments 2.3 Negotiate alternative arrangements and confirm when established appointments are changed 2.4 Record appointments and manage schedules in accordance with organisational policy and procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1, 2.2, 2.4	Interprets textual information from a range of sources and identifies relevant information
Writing	2.1-2.4	Uses clear and succinct language to complete and update workplace documentation
Oral Communication	1.1, 1.3, 1.4, 2.3	Participates effectively in spoken interactions using listening and questioning techniques to confirm and clarify understanding
Numeracy	2.1, 2.2	Makes time estimations and checks logistics when scheduling appointments
Navigate the world of work	1.1, 1.2, 2.1, 2.4	Recognises and responds to explicit and implicit organisational procedures and protocols
Interact with others	1.3, 1.4, 2.3	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Collaborates and negotiates with others to achieve agreeable outcomes
Get the work done	1.1, 1.3, 1.4, 2.1, 2.2, 2.4	Plans a range of routine tasks accepting goals and aiming to achieve them according to predetermined deadlines Follows routine procedures for using digital technology to enter, store and retrieve information directly relevant to role Takes responsibility for routine low-impact decisions within familiar situations

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADM307 Organise schedules	BSBADM307B Organise schedules	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADM307 Organise schedules

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

appropriately manage the schedules of various individuals through a process of careful planning and negotiation.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify the key provisions of relevant legislation, standards and codes that affect aspects of business operations or the achievement of team goals

describe organisational requirements for managing appointments for personnel within the organisation

summarise the range of appointment systems that could be used

outline important considerations when managing the schedules of others.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the general administration field of work and include access to:

office equipment and resources

a range of diaries, planners and calendars to record and schedule appointments.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBADM311 Maintain business resources

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to determine, administer and maintain resources and equipment to complete a variety of tasks.

It applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts. They may exercise discretion and judgement using appropriate theoretical knowledge of business resources and their basic maintenance to provide technical advice and support to a team.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Administration – General Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Advise on resource requirements	1.1 Calculate estimates of future and present business resource needs in accordance with organisational requirements 1.2 Ensure advice is clear, concise and relevant to achieve organisational requirements 1.3 Provide information on the most economical and effective choice of equipment, materials and suppliers 1.4 Identify resource shortages and possible impact on operations
2 Monitor resource usage and maintenance	2.1 Ensure resource handling is in accordance with established organisational requirements including occupational health and safety requirements 2.2 Use business technology to monitor and identify the effective use of resources 2.3 Use consultation with individuals and teams to facilitate effective decision-making on the appropriate allocation of resources 2.4 Identify and adhere to relevant policies regarding resource use in the performance of operational tasks 2.5 Routinely monitor and compare resource usage with estimated requirements in budget plans
3 Acquire resources	3.1 Ensure acquisition and storage of resources is in accordance with organisational requirements, is cost effective, and consistent with organisational timelines 3.2 Acquire resources within available timelines to meet identified requirements 3.3 Review resource acquisition processes to identify improvements in future resource acquisitions

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.4, 2.4, 2.5, 3.3	Identifies and interprets information from a range of sources, including organisational policies and procedures
Writing	1.1, 1.3, 2.2, 2.5, 3.3	Uses clear and succinct language and appropriate layout to provide information, advice and support materials
Oral Communication	1.2, 1.3, 2.3	Presents information or advice choosing language appropriate to the context and needs of the audience Uses active listening and questioning to confirm understanding
Numeracy	1.1, 1.3, 1.4, 2.2, 2.4, 2.5, 3.1-3.3	Selects and uses appropriate tools to aid with estimation and other resource assessment requirements Uses a combination of mainly informal and some formal written mathematical equations to represent the outcomes of the resource allocation process
Navigate the world of work	1.1, 1.2, 2.1, 2.4, 3.1, 3.2	Takes some personal responsibility for adherence to organisational procedures and protocols
Interact with others	2.3	Uses collaborative techniques to engage personnel in consultations and negotiations
Get the work done	1.1, 1.3, 1.4, 2.2, 2.5, 3.3	Plans a range of routine tasks and required resources, accepting goals and aiming to achieve them within allocated timeframes Recognises and takes responsibility for addressing predictable problems in familiar work contexts Follows routine procedures for using digital technology to enter, store and retrieve information directly relevant to role Understands the purpose and some specific functions of some common digital tools used in work contexts Evaluates effectiveness of decisions in terms of how well they met stated goals

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADM311 Maintain business resources	BSBADM311A Maintain business resources	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADM311 Maintain business resources

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

collect and record data on resource use

observe resource use over defined and operational timeframes

perform routine resource maintenance.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

list the key provisions of relevant legislation

identify the organisational resource acquisition policies, plans and procedures

identify the organisational procedures for record keeping/filing systems, security and safe recording practices.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the general administration field of work and include access to office equipment and resources.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBADM409 Coordinate business resources

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to determine and analyse existing and required resources, their effective application and the accountability for their use.

It applies to individuals with a broad knowledge of business resources who contribute well developed skills and knowledge to ensure adequate resources are available to perform the work of the organisation. They may have responsibility to provide guidance or to delegate aspects of these tasks to others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Administration – General Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Determine resource requirements	1.1 Determine resource requirements in accordance with business and operational plans and organisational requirements 1.2 Provide opportunities to individuals and workgroups to contribute to the identification of resource requirements 1.3 Ensure resource expenditure is realistic and makes efficient use of available budget resources 1.4 Present recommendations on resource requirements in the required format, style and structure using relevant business equipment and technology
2 Acquire and allocate resources	2.1 Acquire physical resources and services in accordance with organisational requirements 2.2 Check resources to ensure quality and quantity are in line with service agreements 2.3 Allocate resources promptly to enable achievement of workgroup objectives 2.4 Ensure consultation with individuals and teams on allocation of resources is participative and is conducted using appropriate interpersonal skills
3 Monitor and report on resource allocation and usage	3.1 Measure effectiveness of resource planning and assess against actual costs, identified shortfalls and surpluses 3.2 Develop and implement methods of monitoring resource use to enable timely and accurate reporting against business and operational plans 3.3 Identify improvements in resource planning through consultation and feedback, and implement in accordance with organisational requirements 3.4 Maintain records concerning equipment and resource purchases in accordance with organisational requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 2.2, 3.1, 3.3, 3.4	Identifies and interprets information from organisational plans, policies and procedures
Writing	1.4, 2.1, 3.1-3.4	Develops a range of documents using structure and vocabulary appropriate to audience, context and purpose
Oral Communication	1.2, 2.4, 3.3	Participates effectively in spoken interactions using active listening and questioning to confirm and clarify understanding
Numeracy	1.3, 2.2, 3.1, 3.2	Interprets and comprehends a range of mathematical information that is embedded in familiar texts Calculates and compares numeric data to track expenditure
Navigate the world of work	1.1, 2.1, 3.3, 3.4	Recognises and responds to explicit and implicit organisational procedures and protocols and legislative/regulatory requirements
Interact with others	1.2, 1.4, 2.4, 3.3	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Cooperates with others as part of familiar routine activities playing an active role in facilitating group interaction
Get the work done	1.1, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2	Applies formal processes when planning complex tasks, producing plans with logically sequenced steps, reflecting an awareness of time constraints Recognises and takes responsibility for addressing predictable problems in familiar work contexts Utilises a range of features within digital applications to access, store and share information Reflects on the ways in which variables impact on decision outcomes to identify improvement opportunities

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADM409 Coordinate business resources	BSBADM409A Coordinate business resources	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADM409 Coordinate business resources

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

monitor resource usage

maintain records of resource requirements and usage

calculate costs and expenditures in relation to use and maintenance of business resources

acquire and allocate physical resources and services to team members

consult and communicate with individuals and teams about acquiring and using resources

monitor, review and report on resource use acquisition, allocation, use and procedures

follow organisational policies and procedures in relation to business resource acquisition and monitoring.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe the functions of business equipment used in an organisation and identify common faults

identify organisational policies, plans and procedures in relation to business resource acquisition and monitoring.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the general administration field of work and include access to:

records relating to business resources

policies and procedures relating to resources

case studies, and where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBADM502 Manage meetings

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage a range of meetings including overseeing the meeting preparation processes, chairing meetings, organising the minutes and reporting meeting outcomes.

It applies to individuals employed in a range of work environments who are required to organise and manage meetings within their workplace, including conducting or managing administrative tasks in providing agendas and meeting material. They may work as senior administrative staff or may be individuals with responsibility for conducting and chairing meetings in the workplace.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Administration – General Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Prepare for meetings	1.1 Develop agenda in line with stated meeting purpose 1.2 Ensure style and structure of meeting are appropriate to its purpose 1.3 Identify meeting participants and notify them in accordance with organisational procedures 1.4 Confirm meeting arrangements in accordance with requirements of meeting 1.5 Despatch meeting papers to participants within designated timelines
2 Conduct meetings	2.1 Chair meetings in accordance with organisational requirements, agreed conventions for type of meeting and legal and ethical requirements 2.2 Conduct meetings to ensure they are focused, time efficient and achieve the required outcomes 2.3 Ensure meeting facilitation enables participation, discussion, problemsolving and resolution of issues 2.4 Brief minute-taker on method for recording meeting notes in accordance with organisational requirements and conventions for type of meeting
3 Follow up meetings	3.1 Check transcribed meeting notes to ensure they reflect a true and accurate record of the meeting and are formatted in accordance with organisational procedures and meeting conventions 3.2 Distribute and store minutes and other followup documentation within designated timelines, and according to organisational requirements 3.3 Report outcomes of meetings as required, within designated timelines

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.4, 3.1, 3.2	Identifies and interprets information from complex texts including legislation, organisational policies and procedures Compares final output with original notes to check for accuracy
Writing	1.1-1.5, 3.2, 3.3	Addresses the context, purpose and audience when generating a range of texts Prepares complex texts from notes using appropriate structure, and accurate spelling, grammar and punctuation Records notes of meeting proceedings according to organisational requirements Edits and corrects own work to ensure accuracy
Oral Communication	2.1-2.4	Participates in verbal exchanges using appropriate style, tone and vocabulary for audience, context and purpose Listens for specific information during meetings Asks questions and listens to responses to clarify understanding
Numeracy	1.4, 1.5, 3.2, 3.3	Recognises and interprets numerical information related to timeframes and budgets
Navigate the world of work	1.3, 2.1, 2.4, 3.1, 3.2	Recognises and responds to both explicit and implicit organisational procedures and protocols and legislative/regulatory requirements
Interact with others	1.3, 1.5, 2.3, 3.2	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Cooperates with others as part of familiar activities, playing an active role in facilitating group interaction
Get the work done	1.1, 1.3, 1.4, 1.5, 2.1, 2.2, 2.4, 3.1, 3.2, 3.3	Applies formal processes when planning complex tasks, producing plans with logically sequenced steps, reflecting an awareness of time constraints Recognises and takes responsibility for addressing predictable problems in familiar work contexts

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADM502 Manage meetings	BSBADM502B Manage meetings	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADM502 Manage meetings

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

apply conventions and procedures for formal and informal meetings including:

developing and distributing agendas and papers

identifying and inviting meeting participants

organising and confirming meeting arrangements

running the meeting and following up

organise, take part in and chair a meeting

record and store meeting documentation

follow organisational policies and procedures.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline meeting terminology, structures, arrangements

outline responsibilities of the chairperson and explain group dynamics in relation to managing meetings

describe options for meetings including face-to-face, teleconferencing, web-conferencing and using webcams

identify the relevant organisational procedures and policies regarding meetings, chairing and minutes including identifying organisational formats for minutes and agendas.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the general administration field of work and include access to:

reference material in regard to meeting venues and technology, catering and transport suppliers

organisational policies and procedures for managing meetings

office supplies and equipment

computers and relevant software

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBADM504 Plan and implement administrative systems

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to plan for or review the requirements of effective administrative systems and procedures for implementing, monitoring and reviewing the system.

It applies to individuals employed in a range of work environments in senior administrative roles.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Administration – General Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Plan for the new or modified administrative system	1.1 Identify requirements of, or modifications to, the administrative system through consultation with system users and other stakeholders in accordance with organisational and budgetary requirements 1.2 Obtain quotations from suppliers/developers for the identified requirements or modifications to be made to the system in accordance with organisational policy and procedures 1.3 Select supplier or developer in accordance with organisational policy and procedures
2 Implement new or modified administrative system	2.1 Identify and develop implementation strategies in consultation with staff 2.2 Encourage staff to participate in all stages of the implementation process 2.3 Implement system in accordance with organisational and legislative requirements 2.4 Define and communicate procedures for using the system to staff 2.5 Provide training and support for staff on the use of the new or modified system 2.6 Deal with contingencies to ensure minimal impact on users
3 Monitor administrative system	3.1 Monitor system for usage, security and output in accordance with organisational requirements 3.2 Modify system to meet changing needs in accordance with organisational requirements 3.3 Clearly identify further modifications and notify users 3.4 Monitor staff training needs and train new staff on administrative system

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	2.5, 3.4	Actively reinforces own knowledge and skills by training or mentoring others
Reading	1.2, 1.3, 3.1	Extracts, analyses and evaluates information from complex texts, including organisational policies and procedures
Writing	1.1, 2.1, 2.4, 3.2, 3.3	Gathers and utilises information and ideas from a range of sources to create texts to meet organisational requirements Creates instructional texts using grammatical structures and vocabulary appropriate to audience and context
Oral Communication	1.1, 2.1, 2.2, 2.4, 2.5, 3.4	Participates in verbal exchanges using appropriate style, tone and vocabulary for audience, context and purpose Uses listening and questioning techniques to elicit key information and confirm understanding Presents complex information adjusting presentation style and vocabulary to suit the audience
Numeracy	1.1, 1.2	Recognises and interprets numerical information related to budgets
Navigate the world of work	1.1-1.3, 2.3, 2.4, 3.1	Develops systems to meet organisational and legislative requirements
Interact with others	1.1, 1.2, 2.1, 2.2, 2.4	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Collaborates with others to achieve joint outcomes, providing guidance to others , where necessary
Get the work done	1.1-1.3, 2.1, 2.3, 2.4, 2.6, 3.2, 3.3	Applies formal processes when planning complex tasks, producing plans with logically sequenced steps, reflecting an awareness of time constraints Monitors progress of plans and changes them to meet new demands or priorities Systematically gathers and analyses all relevant information and evaluates options to make informed decisions Anticipates potential problems and implements contingency plans as soon as warning signs are recognised Uses and investigates new digital technologies and applications to manage and manipulate data Demonstrates awareness of the importance of data security in a digital environment

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADM504 Plan and implement administrative systems	BSBADM504B Plan or review administrative systems	Updated to meet Standards for Training Packages Minor title change Minor correction to wording in elements and performance criteria - ‘administration‘ changed to ‘administrative’	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADM504 Plan and implement administrative systems

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

work with relevant personnel and stakeholders to identify administrative system improvements

document necessary requirements or modifications

provide training and support for staff to use the new or modified system

monitor the new system and identify future improvements and staff training needs.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

summarise relevant legislative and organisational policies and procedures for reviewing administrative systems

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the general administration field of work and include access to:

organisational policy and procedure manuals

reference materials

appropriate equipment.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBADV507 Develop a media plan

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop a media plan within a given budget, by defining requirements, selecting media vehicles and determining a schedule.

It applies to individuals working in a supervisory or management advertising role within an advertising team or media organisation. It may also apply to someone working within a direct marketing role, who is responsible for planning media requirements for direct marketing campaigns or offers.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Development – Advertising

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Define media requirements	1.1 Identify target audience characteristics from advertising brief and prepare a detailed consumer profile which uses the same terms as those used to describe media audiences 1.2 Analyse product market factors to determine reach and frequency requirements of advertising media selected 1.3 Analyse creative requirements of advertising message and determine media implications 1.4 Identify media merchandising requirements from the advertising brief 1.5 Confirm media budget and identify legal and voluntary constraints
2 Select media vehicles	2.1 Weigh up relative merits of identified media vehicle alternatives, taking past media performance into account 2.2 Evaluate and test new or alternative media vehicles with other advertisers and against proven vehicles 2.3 Select media vehicles that target the required audience, meet media requirements and fulfil merchandising requirements within budget 2.4 Select media vehicles that meet creative, reach and frequency requirements of the advertising message to be achieved within budget 2.5 Ensure selected media vehicles meet legal and ethical requirements
3 Determine media schedule	3.1 Ensure duration and timing of media schedule meet requirements of the advertising brief 3.2 Determine distribution of messages over duration of schedule to meet requirements of the advertising brief 3.3 Create a media schedule to satisfy advertiser 3.4 Develop alternative media schedules for advertiser within budget 3.5 Determine testing schedule for the media plan and continually modify media plan in accordance with results obtained
4 Produce media plan	4.1 Create media plan which defines media requirements of the advertising brief and provides evidence supporting each requirement 4.2 Specify recommended media and vehicle/s, and rationale for their selection in the media plan 4.3 Ensure media plan contains a budget allocation per medium per advertising period 4.4 Identify anticipated impact of advertising and measures to assess its effectiveness in the media plan

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.4, 2.5, 3.1, 3.2	Identifies, analyses and evaluates complex texts to determine requirements of advertising brief, and legislative, regulatory and business requirements
Writing	1.1, 3.1, 3.3-3.5, 4.1, 4.2	Writes in a range of styles to suit job requirements and different audiences
Oral Communication	3.3	Uses appropriate techniques, including active listening and questioning, to convey and clarify information
Numeracy	1.1, 1.5, 2.3, 4.3, 4.4	Analyses and processes complex data to determine schedules and budget
Navigate the world of work	1.5, 2.5	Takes full responsibility for following implicit and explicit voluntary constraints related to budget, legal and ethical requirements in selection of media vehicles
Get the work done	1.1-1.4, 2.1-2.4, 3.1-3.5, 4.1, 4.4	Takes responsibility for planning, sequencing and prioritising tasks and own workload for efficiency and effective outcomes Analyses relevant information to inform decisions about media requirements to conform to the brief Utilises continuous improvement and testing strategies to ensure effectiveness of final media plan Uses familiar digital technologies and systems to enter data, organise and present information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADV507 Develop a media plan	BSBADV507B Develop a media plan	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADV507 Develop a media plan

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

produce a media plan for an advertisement which:

defines media requirements of an advertising brief

specifies rationales for media vehicles chosen

ensures media schedule meets requirements of the brief

contains budgetary allocation for each advertising medium

develop measures to assess effectiveness of media vehicles selected.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline and explain data analysis and matching techniques

list organisational products and services offered

identify organisational budget and resource constraints

identify principles and characteristics of advertising media, types of media and advertising strategies

identify and explain key provisions of relevant legislation, codes of practice and national standards affecting business operations

identify and explain ethical principles relating to advertising industry

define terms for describing media audiences.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – advertising field of work and include access to:

relevant legislation and codes of practice

organisational policies and procedures

industry software

office equipment

business technology.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBADV509 Create mass print media advertisements

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to create mass print media advertisements that communicate key features of a product, service or idea to consumers.

It applies to individuals working in a supervisory or management advertising role within an advertising team or media organisation who are primarily responsible for development of mass print advertisements. Individuals undertaking this unit may develop mass print media advertisements themselves or coordinate a team to produce the advertisement.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Development – Advertising

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Interpret creative brief	1.1 Confirm central idea or creative concept, technique/s for expressing the idea/concept and mass print media to be used 1.2 Identify and check advertising content and supporting information for accuracy and completeness 1.3 Confirm time, schedule and budget requirements for creating the advertisement/s 1.4 Identify legal and ethical constraints
2 Create mass print media advertisement	2.1 Determine and produce elements of a print advertisement to communicate required image, features and benefits of product or service 2.2 Size and position each element of print advertisement to achieve balance and focus for the advertisement 2.3 Ensure typeface selections suit the product and central idea of the advertisement, and layout balances white space and margins 2.4 Ensure layout of advertisement unifies elements, attracts the reader to the focal point and guides reading sequence 2.5 Ensure advertisement meets requirements of advertising brief and legal and ethical requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.4, 2.5	Interprets a range of textual information to ensure creative brief and legal and ethical requirements are met
Writing	1.1, 1.3, 2.1	Records explicit information and develops effective messages for a variety of audiences and purposes
Oral Communication	1.1, 1.3	Uses listening and questioning to elicit key information and clearly communicates requirements
Numeracy	1.3	Interprets budgetary and scheduling information
Navigate the world of work	1.4, 2.5	Takes full responsibility for adherence to legislative and ethical requirements
Interact with others	1.1, 1.3	Uses collaborative techniques to engage clients in consultation and negotiation
Get the work done	1.1, 1.3, 2.1-2.5	Works independently and collectively to make range of aesthetic and technical decisions meeting creative, legislative and ethical requirements Understands purposes, specific functions and key features of common digital systems and tools, and operates them effectively to produce print media

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADV509 Create mass print media advertisements	BSBADV509A Create mass print media advertisements	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADV509 Create mass print media advertisements

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

create THREE print advertisements incorporating design principles and clearly communicating concept, for:

a newspaper

a magazine

an outdoor forum

confirm accuracy of creative brief

incorporate time, schedule and budget requirements

ensure legal and ethical constraints are followed.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline key features of industry, services, products and organisation

explain principles and purposes of advertising

outline principles of consumer behaviour and describe influences on buyer behaviour

identify principles and elements of design used in print advertisements

outline range of available advertising approaches for different markets

identify and explain key provisions of relevant legislation, codes of practice and national standards affecting business operations

identify ethical principles relevant to advertising industry

identify requirements for advertising timelines, budget, central idea and resources as specified in the advertising brief.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – advertising field of work and include access to:

industry design software

relevant legislation and codes of practice

organisational policies and procedures

office equipment

business technology

advertising copy and creative briefs.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBADV510 Create mass electronic media advertisements

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to create advertisements that communicate key features of a product, service or idea to a consumer, using mass electronic media.

It applies to individuals working in a supervisory or management role in an advertising team or media organisation, who are primarily responsible for development of mass electronic advertisements. Individuals undertaking this unit may develop mass electronic media advertisements themselves or coordinate a team to produce the advertisement.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Development – Advertising

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Interpret creative brief	1.1 Confirm central idea or creative concept, technique/s for expressing the idea/concept and mass electronic media to be used 1.2 Identify and check advertising content and supporting information for accuracy and completeness 1.3 Confirm time, schedule and budget requirements for creating the advertisement/s 1.4 Identify legal and ethical constraints
2 Create radio advertisement	2.1 Determine length, pace and format for radio advertisement in accordance with the creative brief and allocated budget 2.2 Determine content of opening, middle and close of radio advertisement to create impact, introduce central idea, provide support for key product benefits, and provide information to facilitate consumer action 2.3 Prepare scripts to meet requirements of producer and performer/s and the allotted time 2.4 Ensure radio advertisement meets requirements of the advertising brief and that it meets legal and ethical requirements
3 Create television or cinema advertisement	3.1 Determine length, pace and format for advertisement in accordance with the creative brief and allocated budget 3.2 Prepare scripts and storyboards to record visual plan and identify creative elements that meet requirements of the creative brief 3.3 Ensure advertisement attracts attention and sustains interest through coordination of action and motion visual effects, with audio to support visual image/s 3.4 Ensure advertisement meets requirements of the advertising brief and legal and ethical requirements
4 Create internet, web or podcast advertisement	4.1 Determine and produce copy and design elements to communicate required image, features and benefits of product or service 4.2 Size and position each element of advertisement to achieve balance and focus for the advertisement 4.3 Ensure typeface selections suit the product and central idea of the advertisement, and layout balances white space and margins 4.4 Design site map, navigation buttons, frames and multiple pages for ease of use 4.5 Ensure sound, animation and graphics do not distract from the content of the advertisement 4.6 Ensure advertisement meets requirements of the advertising brief and legal and ethical requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 1.4, 2.1, 2.4, 3.4, 4.6	Interprets range of textual information to ensure requirements are met Evaluates information and products from a variety of sources to ensure appropriateness for client needs
Writing	1.1, 1.3, 2.2, 2.3	Creates documents to ensure clarity of meaning, accuracy and consistency of information using specific and detailed language to convey explicit information, requirements and recommendations
Oral Communication	1.1, 1.3	Uses listening and questioning to elicit key information and clear and direct language to confirm requirements
Numeracy	1.3, 2.1, 2.3, 3.1	Extracts and evaluates meaning from data and interprets numerical information to apply within context of requirements
Navigate the world of work	1.4, 2.4, 3.4, 4.6	Takes full responsibility for providing quality electronic media advertisements that comply with legislative and ethical requirements
Interact with others	1.1, 1.3	Uses collaborative techniques to engage colleagues and external stakeholders in consultation and negotiation
Get the work done	1.1, 1.3, 2.1, 2.2, 3.1-3.4, 4.1-4.5	Develops new and innovative ideas through exploration, analysis and critical thinking Monitors progress of plans and schedules, and reviews and changes them to meet new demands and priorities Meets budgetary, creative, legislative and ethical requirements Uses main features and functions of digital tools to complete work tasks and access information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADV510 Create mass electronic media advertisements	BSBADV510A Create mass electronic media advertisements	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADV510 Create mass electronic media advertisements

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

produce at least THREE mass electronic advertisements in accordance with an advertising and creative brief, including for:

radio

television or cinema

web or podcast

confirm accuracy of creative brief

incorporate time, schedule and budget requirements

ensure adherence to appropriate legal and ethical constraints.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline key features of industry, services, products and organisation

explain principles and purposes of advertising

outline and explain principles of consumer behaviour and influences on buyer behaviour

identify principles and elements of design in electronic advertisements

list a range of available advertising approaches for different markets

identify and explain key provisions of relevant legislation, codes of practice and national standards affecting business operations

explain key ethical principles relevant to the advertising industry

identify requirements for advertising timelines, budget, central idea and resources as specified in the advertising brief.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – advertising field of work and include access to:

industry design software

relevant legislation and codes of practice

organisational policies and procedures

office equipment

business technology

advertising copy and creative briefs.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBATSIC511 Plan and conduct a community meeting

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to plan and conduct community meetings the board initiates or facilitates.

It applies to individuals who need to communicate with community members in their role of monitoring and guiding activities of the organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – ATSI Governance

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Negotiate the basis of a meeting and plan event	1.1 Undertake consultation on purpose, location, date and time of proposed meeting with appropriate people 1.2 Develop a broad agenda and list of invited guests in consultation with appropriate people 1.3 Communicate details of meeting to the community, invited guests and other key people and groups 1.4 Plan transport and other arrangements to maximise attendance 1.5 Address requirements of people with special needs to ensure equity and access
2 Conduct meeting	2.1 Follow community procedures for choosing a chairperson for the meeting 2.2 Follow agenda and relevant meeting protocols 2.3 Acknowledge all points of view through appropriate meeting processes of discussion and documentation 2.4 Encourage full participation 2.5 Seek consensus in decision-making 2.6 Manage difficult situations appropriately
3 Record decisions	3.1 Clearly outline meeting decisions being voted on to those present 3.2 Clarify recommended actions resulting from decisions with participants 3.3 Identify people and organisations responsible for actions 3.4 Record decisions and recommended actions
4 Communicate outcomes	4.1 Share meeting outcomes with board, members and relevant others 4.2 Encourage participants to use their networks to communicate information provided and decisions made at the meeting 4.3 Follow up people and organisations identified as responsible for actions to ensure they understand what is required 4.4 Report outcomes to participating Elders, community members and organisations through established channels

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.4, 2.1, 2.2	Evaluates and integrates information from a variety of texts to construct purposeful meaning
Writing	1.1-1.4, 2.3, 3.4, 4.1, 4.4	Uses clear, specific and industry-related terminology to complete and update workplace documentation
Oral Communication	1.1-1.3, 2.3, 2.5, 3.1-3.3, 4.1-4.4	Participates in verbal exchanges of ideas/solutions and uses clear language and suitable tone to address and disseminate relevant information to a wide variety of individuals
Navigate the world of work	2.1, 2.2	Monitors adherence to community protocols and procedures Considers own role in terms of its contribution to broader goals of work environment
Interact with others	1.5, 2.3, 2.4, 2.6	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role on occasion Recognises and values individual differences, seeking to better understand other perspectives including those with special needs
Get the work done	1.4, 2.6, 3.3	Develops plans to manage relatively complex, non-routine tasks with an awareness of how they may contribute to longer term operational and strategic goals When dealing with complex issues, may use intuition to identify general problem, switching to analytical processes to clarify key issues and using lateral thinking processes to generate possible solutions Considers whether, and how, others should be involved, often using consultative and collaborative processes as an integral part of decision-making process

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBATSIC511 Plan and conduct a community meeting	BSBATSIC511A Plan and conduct a community meeting	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBATSIC511 Plan and conduct a community meeting

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

plan a community meeting to ensure participation of appropriate people

conduct a community meeting that provides participants with an opportunity to share views

put processes in place to inform appropriate people about what occurred at the meeting and outcomes of proposed action.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline community consultation methods

explain concept of community control of organisations and how it may impact the conduct of community meetings

describe consensus decision-making principles

describe the cultural context in which Aboriginal and Torres Strait Islander boards operate, including their role in upholding traditional and cultural values, and how that might impact the conduct of community meetings

outline decision-making strategies

explain geographic, social, economic and political contexts in which particular organisations operate and how these may impact the conduct of community meetings

identify organisational policies and procedures relevant to community meetings

list provisions of federal, state or territory legislation and funding body requirements that influence decision-making

identify relevant community bodies that might be included in community meetings

describe relevant protocols and cultural responsibilities for conducting community meetings.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk – ATSI governance field of work and include access to:

an actual or simulated community meeting

examples of issues raised at community meetings

meeting participants.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBATSIM414 Oversee the organisation's annual budget

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop and implement the annual budget and enable the board to control the finances of the organisation.

It applies to individuals responsible for monitoring and planning the organisation’s finances.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – ATSI Governance

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Gather and analyse relevant budget information	1.1 Establish a budget working-group 1.2 Review and analyse previous year’s budget performance 1.3 Gather budget planning information from relevant sources 1.4 Identify priorities in relation to organisation's vision and plans
2 Identify and document income and expenditure	2.1 Identify known sources of income 2.2 Identify new sources of income and amounts for new activities 2.3 Review expenditure for existing operations 2.4 Estimate expenditure for new initiatives and expansions 2.5 Identify potential problem areas 2.6 Ensure procedures are in place to document all identified items in a readily accessible and useful format
3 Oversee budget preparation	3.1 Contribute to budget development 3.2 Review budget documentation and clarify where required 3.3 Review draft budgets and propose modifications if required 3.4 Ensure contingency plans are included in the budget
4 Review and finalise budget	4.1 Ensure expenditure commitments are in line with final income figures 4.2 Work with other board members and management to finalise and approve annual budget 4.3 Present final annual budget to the community 4.4 Review and update budget regularly

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2-1.4, 2.1-2.6, 3.1-3.4, 4.1, 4.4	Evaluates and interprets information from a range of relevant sources and identifies relevant and key information
Writing	1.4, 2.4, 2.6, 3.1-3.3, 4.2, 4.4	Prepares strategic business documentation incorporating appropriate vocabulary, grammatical structure and conventions appropriate to text and audience
Oral Communication	1.1, 4.2, 4.3	Participates in verbal exchanges using clear language, suitable syntax and tone to address and disseminate information to a variety of individuals Uses active listening and questioning to convey and clarify information
Numeracy	1.2, 2.1-2.5, 3.1-3.4, 4.1, 4.2, 4.4	Interprets numerical information and applies mathematical calculations to develop and implement an organisation’s annual budget
Interact with others	1.1, 4.2, 4.3	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Cooperates with others as part of familiar routine activities and contributes to specific activities requiring joint responsibility and accountability
Get the work done	1.2-1.4, 2.1, 2.2, 2.5, 2.6, 3.3, 3.4, 4.4	Applies formal processes when planning more complex tasks, producing plans with logically sequenced steps, reflecting some awareness of time and resource constraints and the needs of others Automatically implements standard procedures for routine decisions Initiates standard procedures when responding to familiar problems within immediate context Understands and explicitly applies some basic principles of analytical and lateral thinking

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBATSIM414 Oversee the organisation's annual budget	BSBATSIM414C Oversee the organisation's annual budget	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBATSIM414 Oversee the organisation's annual budget

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify typical information to be included in a budget

recognise when a budget indicates expenditure is greater than income, and suggest modifications that will bring it into balance

prepare a balanced budget in collaboration with others, that meets the board’s identified needs.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe components of a typical budget and standard budgeting procedures

explain concept of community control of organisations and how it may apply to budgetary decision-making

explain concept of financial contingency planning and how this can be undertaken

outline current and potential sources of income to fund the organisation’s activities

identify geographic, cultural, social, economic and political contexts in which particular organisations operate and how this might impact budgetary decision-making

list organisational plans that will affect the budget

outline organisational vision, objectives and procedures in relation to sources of income for organisational activities

identify provisions of federal, state or territory legislation and funding body requirements that impact how finances and assets can be used within the organisation

explain relevant protocols and cultural responsibilities when making budgetary decisions.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk – ATSI governance field of work and include access to:

examples of budgets

examples of relevant documents

examples of projects that might be undertaken by a board.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBATSIM416 Oversee organisational planning

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to oversee the development of plans to guide the operations of the organisation.

It applies to individuals who are responsible for monitoring, guiding and planning the activities of Aboriginal and Torres Strait Islander organisations.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – ATSI Governance

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Gather relevant planning information	1.1 Consult with community to identify needs, issues, visions and interests 1.2 Identify people with appropriate expertise both within and outside the organisation who could assist the planning process 1.3 Identify and obtain relevant planning information, including the organisation’s current provision of services 1.4 Review the effectiveness of this provision in meeting organisational and community needs
2 Set directions for planning	2.1 Work with board members to set or review the vision, goals and objectives of the organisation 2.2 Seek support of internal or external experts if required 2.3 Analyse and use information to make planning decisions 2.4 Identify type of planning activity required to meet needs of the organisation 2.5 Identify key purpose and essential components of the planning activity 2.6 Clarify roles of board, management and staff in the planning activity
3 Ensure plans and planning processes meet cultural objectives	3.1 Check plans and planning processes to ensure they maintain and enhance cultural identity 3.2 Check plans and planning processes to ensure they reflect cultural requirements and protocols promoting cultural respect 3.3 Develop strategies to address areas where conflict may occur between cultural and economic requirements 3.4 Check plans to ensure they reflect the vision and objectives of the organisation
4 Oversee development of plans	4.1 Work with board members and senior staff to establish a plan-development process and timeframe 4.2 Ensure adequate resources are available to develop plans 4.3 Ensure plans meet legal and compliance requirements 4.4 Ensure plans meet financial targets and funding requirements 4.5 Ensure plans include risk management strategies 4.6 Ensure plans include consideration of sustainability 4.7 Monitor plan development and adjust where appropriate
5 Approve plans	5.1 Work with other board members to approve agreed plan for implementation 5.2 Communicate approved plans to the community

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2-1.4, 2.1, 2.3-2.6, 3.1, 3.2, 3.4, 4.1, 4.3-4.7, 5.1	Gathers, interprets and analyses textual information from a range of sources and synthesises ideas and concepts
Writing	1.1, 2.1, 2.2 4.1, 5.1, 5.2	Researches, develops and documents strategies relating to planning and overseeing the operational plan Ensures vocabulary, grammatical structures and conventions are appropriate for target audience
Oral Communication	1.1-1.4, 2.1, 2.2, 2.6, 4.1, 5.1, 5.2	Uses appropriate techniques, including actively listening and questioning to convey and clarify information
Numeracy	4.2, 4.4, 4.6	Selects and uses mathematical problem-solving strategies to organise resource requirements, performance benchmarks and sustainability of the operational plan
Navigate the world of work	4.3, 4.6	Keeps up-to-date with legislation or regulations relevant to own rights and responsibilities and considers implications of these when planning and undertaking work
Interact with others	1.1, 2.1, 2.2, 4.1, 5.1, 5.2	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Cooperates with others as part of familiar routine activities and contributes to specific activities requiring joint responsibility and accountability Recognises importance of building rapport to establish effective working relationships
Get the work done	1.2, 1.3, 1.4, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.4, 4.2, 4.4, 4.5, 4.6, 4.7	Applies formal processes when planning more complex tasks, producing plans with logically sequenced steps, reflecting some awareness of time and resource constraints and the needs of others In more complex non-routine situations, uses a formal decision-making process with support, setting or clarifying goals, gathering information and identifying and evaluating best options against predetermined criteria Applies formal problem-solving processes when tackling an unfamiliar problem, breaking complex issues into manageable parts and identifying and evaluating several options for action Understands and explicitly applies some basic principles of analytical and lateral thinking

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBATSIM416 Oversee organisational planning	BSBATSIM416A Oversee organisational planning	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBATSIM416 Oversee organisational planning

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop and document plans consistent with community needs, cultural requirements and organisational directions

identify and access information relevant to planning activity

identify and document risk management and sustainability strategies.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain board processes for decision-making

explain concept of community control of organisations and how it may impact organisational planning

describe cultural context in which Aboriginal and Torres Strait Islander boards operate, including their role in upholding traditional and cultural values and how that could impact organisational planning

identify geographic, social, economic and political contexts in which particular organisations operate and how these may impact organisational planning

outline methods for community consultation and engagement

list methods for setting vision, goals and objectives

explain organisation review processes

identify potential funding sources to support organisational goals and objectives

describe principles of risk management relevant to organisational planning

list relevant provisions of federal, state or territory legislation and funding body requirements that influence decision-making and may impact organisational planning

describe relevant organisational planning concepts

outline relevant principles of sustainability

identify relevant protocols and cultural responsibilities with respect to planning

explain roles and responsibilities of the board and management in organisational planning.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk – ATSI governance field of work and include access to:

an actual or simulated board

organisational plans.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBATSIM418 Oversee financial management

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to monitor and act on financial reports.

It applies to individuals who are responsible for monitoring and guiding financial management of Aboriginal and Torres Strait Islander organisations.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – ATSI Governance

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Interpret financial reports	1.1 Ensure regular financial information is received from management in a form all board members can understand 1.2 Clarify purpose of financial reports and their key features with board members 1.3 Identify income shortfalls and expenditure overruns
2 Evaluate financial reports	2.1 Consider and discuss financial implications of reports with other board members and management 2.2 Compare data with previous reports and decisions 2.3 Compare year-to-date and end-of-financial-year data with budgeted outcomes 2.4 Seek independent advice where necessary
3 Recognise board responsibilities for assets	3.1 Identify statutory responsibilities of board members for assets 3.2 Identify funding body restrictions on the acquisition, use and disposal of assets 3.3 Comply with statutory responsibilities and funding body requirements on assets
4 Make decisions on finance	4.1 Analyse recommendations on finances in terms of their impact on the organisation and its vision and objectives 4.2 Prioritise financial decisions against organisational objectives 4.3 Make decisions in accordance with the organisation's policy and legal and funding requirements 4.4 Ensure procedures are in place to document financial decisions
5 Approve expenditures	5.1 Check expenditure proposals are within budget and meet statutory and funding body requirements 5.2 Check the organisation’s current financial situation 5.3 Approve expenditure only if it is consistent with budget, statutory and funding body requirements, and the organisation’s financial situation
6 Review financial decisions	6.1 Monitor outcomes and actions from decisions 6.2 Identify and monitor external influences on budgets and finances 6.3 Ensure procedures are in place to document variations to financial agreements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.3, 2.2, 2.3, 3.1-3.3, 4.1, 4.2, 4.4, 5.1-5.3, 6.1-6.3	Utilises understanding of distinguishing structures and features of a range of textual information and reflects on context, purpose and audience
Writing	4.2, 4.4, 5.3, 6.3	Prepares strategic business documentation incorporating appropriate vocabulary, grammatical structure and conventions appropriate to text and audience
Oral Communication	1.2, 2.1, 2.4	Participates in verbal exchanges using clear language, suitable syntax and tone to address and disseminate information to a variety of individuals Uses active listening and questioning to convey and clarify information
Numeracy	1.2, 1.3, 2.1-2.4, 3.1-3.3, 4.1-4.3, 5.1-5.3, 6.1, 6.2	Selects and uses mathematical problem-solving strategies to read financial reports and calculations and oversee financial management of an organisation
Navigate the world of work	3.1, 3.3, 4.3, 5.1, 5.3	Keeps up-to-date with legislation or regulations relevant to own rights and responsibilities, and considers implications of these when planning and undertaking work Monitors adherence to organisational policies and procedures and considers own role in terms of its contribution to broader goals of work environment Understands how own role meshes with others and contributes to broader work goals
Interact with others	1.1, 1.2, 2.1, 2.4	Selects appropriate form, channel and mode of communication for a specific purpose relevant to own role
Get the work done	3.2, 4.1-4.4, 6.1-6.3	Applies formal processes when planning more complex tasks, producing plans with logically sequenced steps, reflecting an awareness of resource constraints and the needs of others In more complex non-routine situations, uses a formal decision-making process with support, setting or clarifying goals, gathering information and identifying and evaluating best options against predetermined criteria Evaluates effectiveness of decisions on how well they meet stated goals Applies formal problem-solving processes when tackling an unfamiliar problem, breaking complex issues into manageable parts and identifying and evaluating several options for action Understands and explicitly applies some basic principles of analytical and lateral thinking

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBATSIM418 Oversee financial management	BSBATSIM418A Oversee financial management	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBATSIM418 Oversee financial management

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

understand a variety of financial reports

monitor financial status of the organisation

make financial decisions according to organisational vision and objectives that comply with legal and contractual requirements

responsibly manage organisational assets.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain concept of community control of organisations and how it may impact financial decisions

describe cultural context in which Aboriginal and Torres Strait Islander boards operate, including their role in upholding traditional and cultural values, and how that might impact financial decisions

identify geographic, social, economic and political contexts in which particular organisations operate and how these may impact financial decisions

outline organisational procedures and processes regarding finances

outline organisational vision and objectives

identify previous budget performance and financial reports

explain the purpose and components of financial reports

list relevant protocols and cultural responsibilities when making financial decisions

explain statutory and funding body requirements relevant to the organisation’s financial decision-making

outline statutory and funding body responsibilities in relation to financial reporting and assets.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk – ATSI governance field of work and include access to:

an actual or simulated board

financial reports and other relevant documents.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBATSIM419 Contribute to the development and implementation of organisational policies

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to work with other board members to develop and implement the organisation’s operational policies to serve the organisation and the community effectively.

It applies to individuals who are responsible for monitoring and guiding activities of Aboriginal and Torres Strait Islander organisations.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – ATSI Governance

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Design process for developing policy	1.1 Work with other board members to establish a policy development group and develop a procedure for policy development 1.2 Consult the community where appropriate 1.3 Determine need for expert advice 1.4 Delegate tasks to appropriate people
2 Obtain background information needed for policy development	2.1 Identify key areas of operation requiring policy development 2.2 Review relevant previous board decisions 2.3 Identify and review additional information required
3 Contribute to drafting of policy	3.1 Provide input into drafting of policy for each area of organisation activity 3.2 Check policy to ensure it reflects the vision of the organisation and cultural issues 3.3 Check policy to ensure it meets legal, constitutional and funding requirements 3.4 Provide feedback to policy development group on draft policies
4 Approve policy	4.1 Provide an explanation of draft policy to others 4.2 Obtain and evaluate feedback 4.3 Propose amendments to draft policy where required in response to feedback 4.4 Work with board members to approve agreed policy 4.5 Ensure procedures are in place to document and store policy in an accessible form
5 Implement policy	5.1 Inform others of the board decision and the final policy 5.2 Review board decision to ensure it complies with policy 5.3 Evaluate organisational procedures to confirm consistency with policy
6 Review and amend policy as required	6.1 Review policy regularly to ensure organisation’s vision and values are maintained 6.2 Propose amendments to policy where appropriate 6.3 Ensure policy changes are documented according to organisational procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	2.2, 2.3, 5.2, 5.3, 6.1	Gathers, interprets and analyses a variety of textual information from a range of sources and identifies relevant and key information
Writing	1.1, 3.1, 3.4, 4.1, 4.3, 4.5, 5.1, 6.2, 6.3	Prepares strategic business documentation incorporating appropriate vocabulary, grammatical structure and conventions appropriate to text and audience
Oral Communication	1.1, 1.2, 1.4, 3.1, 3.4, 4.1, 4.3, 4.4, 5.1, 6.2	Participates in verbal exchanges using clear language, suitable syntax and tone to address and disseminate information to a variety of individuals Uses active listening and questioning to convey and clarify information
Navigate the world of work	2.1, 3.1-3.3, 4.3, 4.5, 5.3, 6.1-6.3	Develops and adheres to organisational policies and procedures and considers own role in terms of its contribution to broader goals of work environment Understands own legal rights and responsibilities and is extending understanding of general legal principles applicable in work environment
Interact with others	1.1, 1.2, 1.4, 3.1, 3.4, 4.1-4.4, 5.1	Selects appropriate form, channel and mode of communication for a specific purpose relevant to own role Cooperates and negotiates with others as part of familiar routine activities and contributes to specific activities requiring joint responsibility and accountability Recognises importance of building rapport to establish effective working relationships
Get the work done	1.1-1.4, 2.1, 2.3, 3.2, 3.3, 6.1	Applies formal processes when planning more complex tasks, producing plans with logically sequenced steps, reflecting some awareness of time and resource constraints and the needs of others In more complex non-routine situations, uses a formal decision-making processes with support, setting or clarifying goals, gathering information and identifying and evaluating best options against predetermined criteria Applies formal problem-solving processes when tackling an unfamiliar problem, breaking complex issues into manageable parts and identifying and evaluating several options for action Understands and explicitly applies some basic principles of analytical and lateral thinking

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBATSIM419 Contribute to the development and implementation of organisational policies	BSBATSIM419A Contribute to the development and implementation of organisational policies	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBATSIM419 Contribute to the development and implementation of organisational policies

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

work with others to implement a policy development process

contribute to policy development processes

inform others of new and changed policies

review and amend policies as required.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain concept of community control of organisations and how it may impact organisational planning

outline cultural context in which Aboriginal and Torres Strait Islander boards operate, including their role in upholding traditional and cultural values, and how that could impact the development and implementation of policies

describe equity and diversity principles that might need to be applied when developing and implementing policies

identify geographic, social, economic and political contexts in which particular organisations operate and how these may impact the development and implementation of organisational policies

outline organisation’s constitution, vision, purpose and current processes

list provisions of relevant federal, state or territory legislation and funding body requirements relevant to the content of particular organisational policies

outline protocols and cultural responsibilities that could impact the development and implementation of policies.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk – ATSI governance field of work and include access to:

participation on an actual or simulated board

examples of policies

examples of relevant documents.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBATSIM420 Oversee asset management

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to account for and manage the organisation’s assets.

It applies to individuals responsible for ensuring the organisation’s assets are effectively managed.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – ATSI Governance

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Develop and implement policies and procedures for management of assets	1.1 Work with other board members and staff to develop policies and procedures for managing assets that comply with legal and contractual requirements 1.2 Follow policies and administrative procedures for purchase, use, storage, maintenance and disposal of assets
2 Ensure asset records are established	2.1 Ensure responsibility for establishing an asset register of organisation’s movable assets, and recording and storage of asset documents is delegated by the board to an appropriate person or persons 2.2 Ensure the register has been established and appropriate asset documents are stored securely
3 Ensure assets and records are maintained	3.1 Receive and review reports on assets to ensure they are up-to-date and complete 3.2 Ensure appropriate procedures are in place and followed to undertake asset repairs 3.3 Ensure appropriate procedures are in place and followed to report and document asset damage, loss or theft 3.4 Develop an action plan to follow up asset management issues that arise 3.5 Ensure asset records comply with funding providers’ requirements
4 Ensure insurance cover is in place	4.1 Ensure appropriate procedures are in place and followed to arrange and maintain insurance following asset acquisition 4.2 Identify authorised signatories for claims for damage, loss or theft 4.3 Ensure claims are submitted in a timely manner and include required evidence of loss
5 Oversee annual internal audit of assets	5.1 Ensure items recorded in asset register are checked annually 5.2 Ensure asset register is updated with current information following the internal audit 5.3 Investigate discrepancies found in the asset register 5.4 Propose changes to policies and procedures if required
6 Oversee acquisition and disposal of assets	6.1 Approve acquisitions and disposal of assets in line with existing plans and budgets 6.2 Ensure funding body requirements regarding asset acquisition and disposal are met

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.2, 3.1-3.3, 3.5, 4.1-4.3, 5.1-5.4, 6.1, 6.2	Utilises understanding of distinguishing structures and features of a range of textual information and reflects on context, purpose and content
Writing	1.1, 1.2, 2.1, 2.2, 3.1-3.5, 4.1, 4.3, 5.1-5.4, 6.1, 6.2	Prepares strategic business documentation incorporating appropriate vocabulary, grammatical structure and conventions appropriate to text and audience
Oral Communication	1.1, 2.1, 5.3, 5.4, 6.1	Participates in verbal exchanges using clear language, suitable syntax and tone to address and disseminate information to a variety of individuals Uses active listening and questioning to convey and clarify information
Numeracy	1.2, 2.2, 3.1, 5.1-5.3	Identifies and interprets mathematical information to review asset reports and identify discrepancies
Navigate the world of work	1.1, 1.2, 3.2, 3.3, 3.5, 4.1, 5.4, 6.2	Keeps up-to-date with legislation or regulations relevant to own rights and responsibilities and considers implications of these when planning and undertaking work Develops, monitors and adheres to organisational policies and procedures and considers own role in terms of its contribution to broader goals of work environment Understands how own role meshes with others and contributes to broader work goals
Interact with others	1.1, 2.1	Selects appropriate form, channel and mode of communication for a specific purpose relevant to own role
Get the work done	2.1, 2.2, 3.1-3.4, 4.1-4.3, 5.3	Applies formal processes when planning more complex tasks, producing plans with logically sequenced steps, reflecting an awareness of resource constraints and the needs of others Uses a formal decision-making process with support, setting or clarifying goals, gathering information and identifying and evaluating best options against predetermined criteria Evaluates effectiveness of decisions on how well they meet stated goals Recognises and anticipates an increasing range of familiar problems, their symptoms and causes, actively looking for early warning signs and implementing contingency plans Understands importance of secure information and privacy in relation to own work and takes personal responsibility for identifying and managing risk factors

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBATSIM420 Oversee asset management	BSBATSIM420A Oversee asset management	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBATSIM420 Oversee asset management

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

work with others to develop policies and procedures for managing assets

maintain and update a comprehensive asset register

organise and maintain appropriate insurance for acquisitions

undertake an annual audit of assets

dispose of assets in accordance with all regulatory and organisational requirements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline asset purchasing and disposal procedures

explain asset auditing procedures

describe funding body requirements with regard to assets

identify geographic, cultural, social, economic and political contexts in which particular organisations operate and how that may impact the management of assets

list relevant organisational procedures and processes with respect to assets

outline provisions of federal, state or territory legislation and funding body requirements that impact management of assets

explain record-keeping requirements with regard to assets

describe relevant protocols and cultural responsibilities for management of assets.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk – ATSI governance field of work and include access to:

an actual or simulated board

examples of asset registers, asset policies and procedures

other relevant documents and reports.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBATSIM421 Support a positive and culturally appropriate workplace culture

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required by a board member to contribute to the development and maintenance of a positive and culturally appropriate workplace culture.

It applies to individuals responsible for monitoring and guiding the activities of Aboriginal and Torres Strait Islander organisations.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – ATSI Governance

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Promote respect toward people in the workplace	1.1 Promote cultural views and values in workplace 1.2 Treat individuals and groups from different backgrounds, cultures and languages with respect and sensitivity 1.3 Identify and support positive qualities of people 1.4 Take impact of board decisions on human values into account when making decisions 1.5 Identify how past experiences may impact people’s behaviour, skills and knowledge
2 Provide support to others	2.1 Identify the knowledge, skills and experience of others 2.2 Share own knowledge and skills with others 2.3 Resolve issues in culturally appropriate and sensitive ways 2.4 Use active listening skills when communicating 2.5 Encourage others to take on new challenges 2.6 Demonstrate approachability and openness to suggestions
3 Promote an environment that encourages people to enhance their skills and knowledge	3.1 Support others to achieve work goals 3.2 Develop and apply strategies to recognise achievements 3.3 Support others to undertake relevant professional development
4 Encourage teamwork	4.1 Develop strategies supporting a team approach 4.2 Clearly outline expectations of team members 4.3 Develop and apply strategies that recognise individuals’ contributions to the team
5 Reduce potential for cross-cultural misunderstandings	5.1 Identify issues that may cause cross-cultural conflict or misunderstanding in workplace 5.2 Work with board members and manager to develop and implement strategies to reduce cross-cultural misunderstandings in workplace
6 Provide constructive feedback	6.1 Encourage provision of constructive feedback in workplace 6.2 Clarify with board members and management whose role it is to provide feedback to staff members about their performance 6.3 Provide feedback to people about their performance where appropriate

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	5.1	Interprets information from a range of sources to identify relevant and key information
Writing	1.1, 2.2, 3.2, 4.1-4.3, 5.2, 6.2, 6.3	Develops content that supports the purposes and format of the material using appropriate grammatical structure and clear and logical language Ensures vocabulary and conventions used are appropriate for target audience
Oral Communication	1.1-1.3, 2.1-2.6, 3.1,3.3, 4.2, 4.3, 5.1, 5.2, 6.1-6.3	Uses influential language, suitable vocabulary and tone, to enhance meaning and effectiveness in a culturally appropriate manner Uses active listening and questioning techniques to convey and clarify information
Interact with others	1.1-1.3, 1.5, 2.2, 2.5, 2.6, 3.1, 3.2, 4.1, 4.3, 5.2, 6.1-6.3	Recognises and values individual differences, seeking to better understand other perspectives and judging when it is appropriate to modify own behaviour to create stronger rapport Looks for the strengths in others and finds ways to work with and build on these, sharing own knowledge and experience freely Appreciates and is open to feedback from others Demonstrates an increasing awareness of interplay of factors involved in any group interaction
Get the work done	2.1, 2.3, 3.2, 4.1, 5.1	Develops plans to manage relatively complex, non-routine tasks with an awareness of how they may contribute to longer-term operational and strategic goals Considers whether and how others should be involved, often using consultative or collaborative processes as an integral part of decision-making When dealing with complex issues, may use intuition to identify the general problem, switching to analytical process to clarify goals and key issues and using lateral thinking processes to generate possible solutions

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBATSIM421 Support a positive and culturally appropriate workplace culture	BSBATSIM421A Support a positive and culturally appropriate workplace culture	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBATSIM421 Support a positive and culturally appropriate workplace culture

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

support others to achieve work goals

treat staff and colleagues with respect and sensitivity

communicate appropriately with people from a range of diverse backgrounds

employ strategies to encourage teamwork and reduce potential for cross-cultural misunderstandings.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain concept of community control of organisations and how it may impact day-to-day operations of the organisation

describe cultural context in which Aboriginal and Torres Strait Islander boards operate, including role in upholding traditional and cultural values and how that impacts the workplace environment

outline relevant equity and diversity principles

identify geographic, social, economic and political contexts in which particular organisations operate and how these may impact the workplace environment and culture

identify professional development options

list protocols and cultural responsibilities relevant to the role of a board member

explain respective roles and responsibilities of board members and the manager

describe strategies for active listening

describe strategies for giving and receiving feedback

outline strategies for managing disagreements and cross-cultural misunderstandings

explain teamwork theory and approaches.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk – ATSI governance field of work and include access to:

an actual or simulated board

examples of issues that arise in workplaces.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBATSIM505 Control organisational finances

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to establish and maintain effective financial management within the organisation to ensure board control of finances and external accountability to statutory authorities and funding bodies.

It applies to individuals with a broad knowledge of the business or core functions of organisations, who have responsibilities for controlling an organisation’s finances.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – ATSI Governance

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Establish a financial management structure	1.1 Establish a structure to undertake regular financial management responsibilities on behalf of the board 1.2 Document respective responsibilities of the board and management 1.3 Determine financial information required by the board from management 1.4 Seek advice on suitable financial management systems for the organisation 1.5 Identify relevant statutory requirements
2 Establish financial management processes and systems	2.1 Ensure appropriate policies and procedures are in place to open and operate necessary bank accounts 2.2 Identify approved signatories for bank accounts 2.3 Ensure authority and delegation between the board and management for management of finances are documented 2.4 Ensure statutory requirements on financial management are followed 2.5 Ensure duties of finance staff are documented 2.6 Ensure accepted procedures for receiving and expending funds are established and maintained by management 2.7 Ensure accepted systems for financial reporting are established and maintained
3 Sign contracts on behalf of the organisation	3.1 Ensure procedures for developing and documenting contracts are developed and followed 3.2 Identify people authorised to sign contracts on behalf of the organisation 3.3 Check proposed contractual arrangements are realistic for the organisation and in the organisation’s and community’s best interests 3.4 Ensure contracts are signed according to organisational policies and procedures
4 Follow finance procedures specified by funding bodies	4.1 Seek variations to financial agreements from relevant funding bodies if required 4.2 Identify and follow purchasing and disposal procedures specified by funding bodies 4.3 Check requirements for finance documentation specified by funding bodies are met
5 Advise the community of the financial situation of the organisation	5.1 Identify type and content of financial information that can be made publicly available 5.2 Ensure financial information is made available to members as specified in the constitution 5.3 Present financial information at meetings in a clear and simple manner
6 Meet reporting requirements of relevant corporate authorities and funding bodies	6.1 Identify reporting requirements by relevant corporate authorities and funding bodies 6.2 Establish timelines to ensure financial statements are completed within timeframe required by relevant corporate authorities and funding bodies 6.3 Ensure auditor is appointed at annual general meeting 6.4 Review and evaluate financial statements to ensure they meet requirements 6.5 Check financial reports are submitted to relevant corporate authorities and funding bodies within required timeframe

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.5, 2.2, 2.4, 2.6, 2.7, 3.1, 3.3, 3.4, 4.2, 4.3, 5.1, 5.2, 6.1, 6.4, 6.5	Gathers, interprets and analyses textual information from a range of sources and identifies relevant and key information
Writing	1.1-1.4, 2.1, 2.3, 2.5-2.7, 3.1, 4.1, 4.2, 5.3, 6.1-6.3	Develops and documents strategies ensuring vocabulary, grammatical structures and conventions are appropriate for target audience
Oral Communication	1.3, 1.4, 4.1, 5.3, 6.3	Participates in verbal exchanges using clear language, suitable syntax and tone to address and disseminate information to a variety of individuals Uses active listening and questioning to convey and clarify information
Numeracy	2.4, 4.1, 4.2, 4.3, 5.3, 6.2, 6.4	Makes calculations to interpret financial reports, schedule and schedule activities Uses problem-solving strategies to manage organisational finances
Navigate the world of work	1.5, 2.6, 3.4, 6.1, 6.2	Keeps up-to-date with legislation or regulations relevant to own rights and responsibilities and considers implications of these when planning and undertaking work Monitors adherence to organisational policies and procedures and considers own role in terms of its contribution to broader goals of work environment
Interact with others	1.3, 1.4, 4.1, 5.2, 5.3, 6.3	Selects appropriate form, channel and mode of communication for a specific purpose relevant to own role Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction
Get the work done	1.1, 1.3, 2.1, 2.2, 3.2, 3.3, 4.3, 5.1, 6.2, 6.5	Develops plans to manage relatively complex tasks according to a pre-determined schedule, with an awareness of how they may contribute to longer-term operational goals Considers whether and how others should be involved, often using consultative or collaborative processes as an integral part of decision-making When dealing with complex issues, may use intuition to identify the general problem, switching to analytical process to clarify goals and key issues and using lateral thinking processes to generate possible solutions

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBATSIM505 Control organisational finances	BSBATSIM505C Control organisational finances	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBATSIM505 Control organisational finances

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify role of the board and management in the control of finances

read and interpret typical organisational financial reports

follow policies and procedures regarding the organisation’s financial management

communicate financial information simply and clearly to others

ensure financial reporting requirements are met.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain concept of community control of organisations and how it may impact reporting to community

describe cultural context in which Aboriginal and Torres Strait Islander boards operate, including their role in upholding traditional and cultural values, and how that might impact financial reporting to the community

explain financial responsibilities of board members and management

outline financial support services available

describe geographic, social, economic and political contexts in which particular organisations operate and how these may impact financial management and reporting processes

identify organisational policies and procedures in relation to finances

list relevant provisions of federal, state or territory legislation and funding body requirements that impact financial management and reporting

explain purpose and meaning of components of financial reports

describe statutory and funding body requirements in relation to finances

outline systems and structures to effectively manage finances.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk – ATSI governance field of work and include access to:

an actual or simulated board

examples of financial reports used by boards

examples of funding agreements and other relevant documents.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBATSIM506 Develop employment policies

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the performance outcomes, skills and knowledge required to develop policies for the employment of staff.

It applies to individuals responsible for monitoring and guiding the employment policies of an organisation that employs staff.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – ATSI Governance

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Develop staff policies	1.1 Identify employer’s responsibilities with respect to staff 1.2 Develop, negotiate and endorse staffing policies with board members, management and staff, and if appropriate, unions 1.3 Ensure approved policies are communicated throughout the organisation
2 Implement staff policies and procedures	2.1 Work with other board members and management to develop and document procedures flowing from endorsed policies 2.2 Establish and implement induction processes for new staff 2.3 Ensure changes to policies and procedures affecting employment are communicated to staff, and if applicable, to unions 2.4 Identify and access external industrial relations advice and representation as required 2.5 Ensure individual contracts for employees are developed and signed within relevant enterprise agreements or awards according to policies and procedures
3 Monitor and review staffing policies	3.1 Establish a review body for staffing policy 3.2 Monitor and assess outside industrial influences and impacts relevant to the organisation 3.3 Ensure regular occupational health and safety checks of workplace are undertaken according to policy and procedures 3.4 Review grievance procedures regularly 3.5 Ensure all aspects of employment policy and procedures are audited independently 3.6 Evaluate results of reviews and audits, and propose changes to policy and procedures if necessary

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1, 2.2, 2.4, 2.5, 3.2-3.6	Gathers, interprets and analyses textual information from a range of sources and identifies relevant and key information
Writing	1.1, 1.2, 2.1-2.3, 2.5, 3.2, 3.3, 3.6	Demonstrates sophisticated writing skills by selecting appropriate conventions and stylistic devices to express precise meaning to relevant personnel
Oral Communication	1.2, 2.2-2.4, 3.5, 3.6	Uses appropriate techniques, including active listening and questioning to convey and clarify information and confirm understanding
Navigate the world of work	1.2, 2.5, 3.2, 3.3, 3.6	Keeps up-to-date with legislation or regulations relevant to own rights and responsibilities and considers implications of these when planning and developing organisational policies and procedures Monitors adherence to organisational policies and procedures and considers own role in terms of its contribution to broader goals of work environment May seek to make implicit protocols and expectations more explicit and may challenge those that appear to work against effective outcomes, or do not reflect stated values
Interact with others	1.2, 1.3, 2.1-2.4, 3.3,	Selects appropriate form, channel and mode of communication for a specific purpose relevant to own role Collaborates with others to achieve joint outcomes, playing an effective role in facilitating effective group interaction, influencing direction and taking a leadership role on occasion
Get the work done	1.1, 2.2, 2.5, 3.1-3.6	Develops plans and processes to manage relatively complex, non-routine tasks with an awareness of how they may contribute to longer-term operational and strategic goals Considers whether and how others should be involved, often using consultative or collaborative processes as an integral part of decision-making When dealing with complex issues, may use intuition to identify the general problem, switching to analytical process to clarify goals and key issues and using lateral thinking processes to generate possible solutions

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBATSIM506 Develop employment policies	BSBATSIM506C Develop employment policies	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBATSIM506 Develop employment policies

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

effectively work with others to develop and review employment policies and procedures

follow policies and procedures in relation to staff.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain board’s responsibilities in relation to duty of care towards staff

explain concept of community control of organisations and how it may impact employment policies

describe cultural context in which Aboriginal and Torres Strait Islander boards operate, including their role in upholding traditional and cultural values, and how that might impact employment policies

outline importance of effective communication and negotiation strategies to disseminate information and negotiate policies and procedures

identify equity and diversity principles in relation to employment policies

describe geographic, social, economic and political contexts in which particular organisations operate and how these may impact employment policies

explain organisational policies and procedures in relation to staffing

outline process for developing policies and procedures

list relevant provisions of federal, state or territory legislation and funding body requirements that may influence employment policies, including industrial relations, occupational health and safety, and equal employment opportunity laws

identify relevant awards and employment conditions

outline relevant protocols and cultural responsibilities that might impact employment policies.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk – ATSI governance field of work and include access to:

participation on an actual or simulated board

examples of legislation and policy affecting the employment of staff.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBATSIM511 Develop enterprise opportunities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to identify, assess and develop business opportunities in consultation with the community to increase economic independence and expand employment.

It applies to individuals responsible for monitoring and guiding the activities of organisations investigating options to develop enterprise opportunities.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – ATSI Governance

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Expand existing activities	1.1 Identify existing business initiatives, employment goals and objectives 1.2 Evaluate current business activities on viability and future potential 1.3 Seek expert advice where appropriate 1.4 Support viable businesses
2 Develop business ideas and options	2.1 Canvass the community for business ideas and options 2.2 Identify and document potential skills and abilities in the community 2.3 Identify and analyse potential markets 2.4 Obtain information from business services on business development
3 Evaluate business options	3.1 Assess potentially viable businesses 3.2 Conduct feasibility studies with support of appropriately skilled personnel 3.3 Gather and document community input 3.4 Consider and document business options 3.5 In conjunction with other board members, make and document decisions on future business options 3.6 Contribute to development of business plans that take account of local cultural requirements
4 Implement business proposals	4.1 Establish structures to action business plans 4.2 Establish partnerships where appropriate 4.3 Establish monitoring and review mechanisms 4.4 Set and document achievable targets and timeframes 4.5 Establish and support boards of management of new businesses where appropriate 4.6 Provide information to the community on a regular basis

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.2-2.4, 3.1, 3.2, 3.6	Interprets textual information obtained from a range of sources and determines how content may be applied to individual, community and organisational requirements
Writing	1.1, 1.2, 2.1-2.3, 3.1-3.6, 4.3, 4.4, 4.6	Integrates information from a number of sources and develops content that supports the purposes and format of the material, using grammatical structure and clear and logical language
Oral Communication	1.3, 2.1, 2.4, 3.2, 3.5, 4.2, 4.5, 4.6	Participates in verbal exchanges using clear language, suitable syntax and tone to address and disseminate information to a variety of individuals Uses active listening and questioning to convey and clarify information
Navigate the world of work	1.1	Monitors adherence to both implicit and explicit organisational policies and procedures
Numeracy	1.2, 3.1, 3.2, 4.4	Selects and interprets familiar mathematical information to evaluate statistical data, scheduling of work, trends and financial viability
Interact with others	1.3, 2.1, 2.4, 3.2, 3.5, 4.2, 4.5, 4.6	Selects and uses appropriate conventions and protocols when communicating with internal and external stakeholders in a range of work contexts Participates in a variety of culturally appropriate spoken exchanges to work cooperatively with community members, Elders and key stakeholders, playing an active role in facilitating effective interactions
Get the work done	1.1, 1.2, 1.4, 2.1-2.3, 3.1, 3.2, 3.4-3.6, 4.1, 4.3	Begins to recognise the importance of other stakeholders throughout the process and is learning to clarify goals and proposed methodology with others, maintain communication and manage expectations and understanding Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of constraints into account Invests time looking for new ideas and opportunities, drawing on diverse perspectives of others to gain insights into ideas for the future

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBATSIM511 Develop enterprise opportunities	BSBATSIM511C Develop enterprise opportunities	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBATSIM511 Develop enterprise opportunities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify potential business activities for the organisation and possible business structures to support these activities

develop business proposals in collaboration with others

make decisions regarding suitability of business proposals

participate in business planning processes in collaboration with others.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe business planning strategies, including strategies for conducting feasibility studies and setting goals and objectives

outline business processes

identify available business support services

explain concept of community control of organisations and how it may impact business options

describe cultural context in which Aboriginal and Torres Strait Islander boards operate, including their role in upholding traditional and cultural values, and how that might impact business options and operations

describe geographic, social, economic and political contexts in which particular organisations operate and how these may impact business options and operations

outline information generally included in feasibility studies and how it should be interpreted

list relevant marketing terms and strategies

outline organisational policies and procedures in relation to business activities

describe possible business structures

identify relevant provisions of federal, state or territory legislation and funding body requirements that may impact business options and operations

list relevant protocols and cultural responsibilities that might impact development of enterprise opportunities

explain strategies for identifying skills available in the organisation and community.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk – ATSI governance field of work and include access to:

an actual or simulated board

information about enterprises operated by Aboriginal and Torres Strait Islander organisations

examples of relevant documents.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBATSIW417 Select and use technology

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to assess, use and evaluate new technologies for the benefit of the organisation.

It applies to individuals responsible for monitoring and guiding the activities of an organisation anticipating the introduction of new technologies to the workplace.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – ATSI Governance

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Assess technology needs	1.1 Identify organisational tasks that could be helped by technology 1.2 Undertake a cost-benefit analysis 1.3 Seek independent technical advice as necessary
2 Acquire technology	2.1 Investigate costs of acquiring technology 2.2 Investigate ways of acquiring or accessing technology other than by funding 2.3 Investigate sources of funding for technology purchases and associated costs 2.4 Seek funds required for purchase of technology and associated costs
3 Ensure staff are prepared for new technology	3.1 Evaluate need for technology training 3.2 Identify suitable trainers and/or mentors to support staff to use the new technology 3.3 Ensure suitable training is provided for staff who will use new technology
4 Evaluate use of technology	4.1 Develop strategies to ensure new technology is used within the organisation 4.2 Evaluate whether technology is used effectively and meets organisational needs 4.3 Identify barriers to effective use of the technology 4.4 Develop and implement actions to address barriers to its effective use

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 2.1-2.3, 3.1, 4.2	Interprets textual information obtained from a range of sources and determines how content may be applied to organisational requirements
Writing	1.2, 2.1-2.3, 2.4, 4.1-4.4	Integrates information from a number of sources and develops content that supports purposes and format of the material using appropriate grammatical structure and clear, logical language
Oral Communication	1.3, 2.1-2.4, 3.2, 3.3	Participates in verbal exchanges using clear language, suitable syntax and tone to address and disseminate information to a variety of individuals Uses active listening and questioning to convey and clarify information
Numeracy	1.2, 2.1, 2.3, 2.4	Interprets numerical information and makes calculations to determine cost-benefits and manage resource allocations
Interact with others	1.3, 2.4, 3.2, 3.3	Cooperates with others as part of familiar routine activities Selects appropriate form, channel and mode of communication for a specific purpose relevant to own role
Get the work done	1.1, 2.1-2.3, 3.1, 3.2, 4.1-4.4	Actively identifies systems, devices and applications with potential to meet current and or future needs Uses a combination of formal, logical planning processes and an increasingly intuitive understanding of context to identify relevant information and evaluate alternative strategies and resources Uses analytical processes to decide on a course of action, establishing criteria for deciding between options and seeking input and advice from others before taking action when necessary

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBATSIW417 Select and use technology	BSBATSIW417C Select and use technology	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBATSIW417 Select and use technology

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

choose appropriate technology to support the organisation’s activities

identify suitable training options to support introduction of new technology

develop strategies to ensure technology is used effectively within the organisation.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain basic principles of cost-benefit analysis

describe cultural context in which Aboriginal and Torres Strait Islander boards operate, and how that may impact selection and use of technology

identify equipment and funding sources

describe geographic, social, economic and political contexts in which particular organisations operate and how these may impact selection and use of technology

list potential barriers to learning, and strategies to address these

list relevant provisions of federal, state or territory legislation and funding body requirements that may impact purchase, use and disposal of assets

describe range of technology options available to support organisational activities

outline relevant protocols and cultural responsibilities when supporting members of staff

identify strategies to evaluate the use of information technology

describe training options available to the organisation to develop skills in use of technology.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk – ATSI governance field of work and include access to:

participation on an actual or simulated board

examples of technology used in workplaces.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBATSIW515 Secure funding

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to locate funding sources, make submissions and lobby to maximise the organisation’s chances of securing funds for its activities.

It applies to individuals responsible for monitoring and guiding the activities of the organisation and securing funding for it to be able to undertake these activities.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – ATSI Governance

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Identify and contact funding bodies	1.1 Identify and investigate mainstream and Aboriginal and Torres Strait Islander funding sources 1.2 Gather information about potential funding bodies’ priorities, key areas and expected outcomes 1.3 Clearly explain organisational funding requirements to potential funding bodies
2 Prepare case for funding	2.1 Form team to oversee funding submission 2.2 Delegate tasks to staff if appropriate 2.3 Determine if consultant services should be engaged to provide technical assistance preparing case for funding 2.4 Ensure a proposal is prepared that meets funding body’s objectives, criteria and submission requirements 2.5 Ensure all existing financial obligations with respect to the funding body are up-to-date
3 Promote case for funding	3.1 Use networks to lobby funding body where appropriate 3.2 Seek representation with funding body if necessary 3.3 Advise key people of progress and outcome of submission
4 Appeal if necessary	4.1 Identify relevant appeal authorities and procedures for funding bodies 4.2 Determine whether an appeal should be made if funding submission is unsuccessful 4.3 Use the appeal system if required

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.4, 2.5, 4.1	Interprets textual information obtained from a range of sources and determines how content may be applied to individual and organisational requirements
Writing	1.1-1.3, 2.4, 2.5, 3.3	Integrates information from a number of sources and develops content that support purposes and format of the material using grammatical structure and clear and logical language
Oral Communication	1.3, 2.1, 2.2, 3.1-3.3	Participates in a variety of culturally appropriate spoken exchanges to work cooperatively with staff and key stakeholders Applies relevant listening skills to ensure views of all relevant stakeholders are heard and treated with respect
Numeracy	1.1-1.3, 2.4, 2.5	Selects and interprets familiar mathematical information to evaluate statistical data, financial obligations and funding requirements
Navigate the world of work	2.4, 2.5	Monitors adherence to organisational policies and procedures and considers own role in terms of its contribution to broader goals of wider environment
Interact with others	1.3, 2.1, 2.2, 3.1-3.3, 4.3	Actively identifies requirements of important communication exchanges, selecting appropriate channels, format, tone and content to suit purpose and audience Recognises importance of building rapport with people from diverse backgrounds to establish effective teams and other working relationships Looks for the strengths in others and finds ways to work with and build on these, sharing own knowledge and experience freely
Get the work done	1.1, 1.2, 2.2, 2.3, 4.1-4.3	Organises time and effort around priorities, results and realistic timeframes Begins to recognise importance of other stakeholders throughout the planning process and is learning to clarify goals and methodology with others, maintain communication and manage expectations and understanding Uses systematic, analytical processes in complex, non-routine situations, setting goals, gathering relevant information and identifying and evaluating options against agreed criteria Uses ideas proposed by others as provocations and stepping stones to new perceptions and ideas

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBATSIW515 Secure funding	BSBATSIW515C Secure funding	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBATSIW515 Secure funding

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify funding sources

complete funding applications

confirm submission meets funding body’s requirements

maintain open lines of communication with relevant individuals and network to promote application for funding

follow appeal procedures if required.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline appeal procedures available if funding submission is rejected

explain concept of community control of organisations and how it may impact the way funding is sourced and used

describe cultural context in which Aboriginal and Torres Strait Islander boards operate, including their role in upholding traditional and cultural values, and how that may impact the way funding is sourced and used

list funding sources and their requirements

identify geographic, social, economic and political contexts in which particular organisations operate and how these may impact the way funding is sourced and used

identify organisational policies and procedures in relation to obtaining funding

describe relevant consultancy services to support funding submissions

list relevant protocols and cultural responsibilities that impact how funding is sourced.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk – ATSI governance field of work and include access to:

an actual or simulated board

examples of projects requiring funding

the internet or other sources of information about funding bodies

examples of relevant documents.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBAUD402 Participate in a quality audit

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to prepare for and participate in a quality audit as a member of a quality audit team. The types of audits may include external or internal systems audits or process or product/service audits.

The process includes reviewing designated documentation; identifying and developing checklists and audit related documentation; preparing audit schedules; gathering, analysing and evaluating information; and reporting findings to the lead auditor.

It applies to individuals with a broad knowledge of the quality auditing environment who analyse and evaluate information from a variety of sources to provide solutions to auditing issues, including unpredictable quality auditing problems.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – Quality Auditing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Review auditee documentation	1.1 Where applicable, review auditee’s previous quality audits to establish possible impact on the conduct of the current audit 1.2 Request relevant organisational documents from auditee, and review and check the adequacy of these documents 1.3 Amend reviewed documents, and determine and source any further documentation required 1.4 Resolve issues which arise with auditee and relevant parties
2 Participate in developing audit schedules	2.1 Access or prepare appropriate checklists/tools and audit related documentation 2.2 Confirm schedules and required resources with auditee before beginning auditing activities 2.3 Anticipate possible issues and outline strategies to address these issues, should they arise 2.4 Ensure preparation activities and documentation correspond to the audit plan 2.5 In consultation with auditing team, determine appropriate methods and techniques 2.6 Assist lead auditor in creating entry and exit meeting agendas
3 Gather and analyse information	3.1 Access a range of potential sources of information 3.2 Collect and make an initial assessment of sample documentation 3.3 Interview appropriate persons in relation to relevant documentation 3.4 Identify and report patterns, trends, interrelationships and areas of risk 3.5 Identify aspects of the audit that require the use of specialists and request appropriate assistance
4 Evaluate information	4.1 Evaluate information against prescribed benchmarks 4.2 Form a defensible opinion as to the meeting of these benchmarks by the auditee 4.3 Ensure opinions are formed from and supported by available information
5 Report findings	5.1 Formulate findings and prepare a corrective action report if discrepancies or noncompliances are detected 5.2 Examine results/findings against audit objectives and present to lead auditor 5.3 Report recommendations for improvements as applicable
6 Participate in exit meeting	6.1 Prepare for exit meeting 6.2 Ensure reporting arrangements are agreed upon and documented during the meeting 6.3 Ensure context and consequences of audit are explained, and followup is discussed

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1, 2.2, 2.4, 2.6, 3.1-3.5, 4.1, 4.3, 5.1, 5.2	Identifies and interprets information from organisational documentation and workplace procedures
Writing	1.2, 1.3, 2.1, 2.2, 2.4, 2.6, 3.2-3.5, 4.1, 4.3, 5.1-5.3, 6.2	Records or amends information and conveys details in accordance with audit objectives
Oral Communication	1.2, 1.4, 2.2, 2.5, 2.6, 3.3, 3.5, 5.2, 5.3, 6.2, 6.3	Participates in spoken exchanges using structure and language to suit the audience Listens for required information and asks clarifying questions
Numeracy	2.5, 3.1, 3.2, 3.4, 4.1-4.3, 5.1, 5.2	Uses a wide range of mathematical calculations to analyse and arrange numeric information
Navigate the world of work	1.1, 1.2	Adheres to organisational policies and procedures and considers own role in terms of its contribution to broader goals of the work environment
Interact with others	1.2, 1.4, 2.2, 2.5, 2.6, 3.3, 3.4, 3.5, 5.2, 5.3, 6.2, 6.3	Collaborates and cooperates with others to achieve joint outcomes Selects and uses appropriate conventions and protocols when communicating with team members and other people in a range of work contexts
Get the work done	1.1-1.4, 2.1, 2.3, 2.4, 3.1, 3.4, 4.1-4.3, 6.1	Organises, plans and prioritises workload with some sense of what can be achieved in a timeframe Systematically gathers, analyses and evaluates all relevant information to make decisions Recognises and addresses some problems within own scope, recognising when to seek the expertise of others

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBAUD402 Participate in a quality audit	BSBAUD402B Participate in a quality audit	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBAUD402 Participate in a quality audit

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

review and amend all relevant documentation

develop an audit schedule using relevant tools and strategies

use various methods to gather data and information to complete an audit, seeking specialist advice where appropriate

use predetermined benchmarks to evaluate findings and formulate well-founded opinions

develop a comprehensive report for the exit meeting, which analyses both context and consequences of the completed audit

use terminology relating to quality auditing in written or oral communications.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe relevant auditing codes of practice or ethics

outline auditing methods and techniques

summarise current audit practices

identify current industry products and/or services to assist in the auditing process.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk – quality auditing field of work and include access to:

workplace documentation including previous quality audit reports, checklists, risk management plans and audit plans.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBAUD503 Lead a quality audit

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to lead an audit team as it runs a quality audit. It covers conducting entry and exit meetings; identifying and gathering relevant information; managing audit team resources; and providing feedback to audit team members on their performance. The types of quality audit that may be covered by this unit include an external or internal systems audit or process or product/service audit.

It applies to individuals with a well-established theoretical knowledge base of quality auditing, who are proficient in using a wide range of specialised quality auditing and managerial techniques to carry out their own work and to supervise the quality audit team. It is relevant to audits where a lead auditor is responsible for a quality audit team.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – Quality Auditing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Conduct entry meeting	1.1 Organise entry meeting in advance at a mutually agreed time 1.2 Prepare agenda for audit 1.3 Confirm objectives and scope of audit at entry meeting 1.4 Confirm schedules and logistical arrangements at entry meeting 1.5 Make changes to plan, schedules and arrangements where required
2 Identify and gather information	2.1 Identify a range of potential sources of information 2.2 Interview appropriate persons 2.3 Gather relevant information and sample documentation
3 Manage audit team resources	3.1 Supervise activities of audit team members 3.2 Assess and review audit team findings in line with audit scope 3.3 Reassign team members as required 3.4 Instigate contingency actions as required 3.5 Seek and reach agreement on corrective action reports
4 Conduct exit meeting	4.1 Make preparations for exit meeting 4.2 Examine results and findings against audit objectives and present to auditee 4.3 Ensure reporting arrangements are agreed on 4.4 Explain context and consequences of audit and discuss during followup
5 Guide team members in continuously improving their performance	5.1 Provide feedback on performance to audit team members 5.2 Encourage and support audit team members to critique their own work 5.3 Provide and document advice for individual improvement

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	3.2, 4.2	Interprets and analyses information from audit scoping materials
Writing	1.2, 1.5, 5.3	Develops a range of documents using relevant structure, tone and vocabulary appropriate to audience, context and purpose Records or amends information and conveys details in accordance with audit objectives
Oral Communication	1.3, 1.4, 2.2, 3.5, 4.2-4.4, 5.1, 5.2, 5.3	Participates in spoken exchanges using clear language, tone and pace Uses questioning and listening techniques to clarify requirements
Numeracy	4.2	Uses mathematical calculations to analyse and arrange numeric information
Interact with others	1.3, 1.4, 2.2, 3.1, 3.3, 4.2-4.4, 5.1, 5.2, 5.3	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Recognises the importance of rapport in establishing and building effective working relationships Collaborates with others to negotiate acceptable outcomes, playing an active role in directing and facilitating effective group interaction
Get the work done	1.1, 1.2, 1.4, 2.1, 2.3, 3.2, 3.3, 3.4, 4.1	Organises, plans and sequences own workload and schedules work activities of others Uses a combination of formal, logical planning processes and an increasingly intuitive understanding of context to identify relevant information and evaluate appropriate strategies to achieve objectives Responds to problems requiring immediate attention, drawing on past experiences to devise solutions Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of factors into account

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBAUD503 Lead a quality audit	BSBAUD503B Lead a quality audit	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBAUD503 Lead a quality audit

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify all objectives, schedules and relevant information prior to commencement of audit

demonstrate leadership and management of a quality auditing team

manage the information gathering process by team members, and analysis, synthesis and reporting of the findings

encourage team members to continuously improve their performance through feedback and self-critique

use terminology relating to quality auditing in written or oral communications.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe quality auditing principles, methods and techniques

outline the requirements of auditing regulations and standards

identify current audit practices

identify software applications relevant to conducting quality auditing activities.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk – quality auditing field of work and include access to:

workplace documentation including previous quality audit reports

checklists

risk management and audit plans.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBAUD504 Report on a quality audit

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to report on the outcomes of a quality audit and to take appropriate follow up action. It covers compiling audit results; preparing a report for the auditee/client; negotiating follow up action with the auditee/client; and monitoring and reviewing the auditing system and activities. The types of quality audit that may be covered by this unit include an external or internal systems audit or process or product/service audit.

It applies to individuals with a well-established theoretical knowledge base in quality auditing who are proficient in using a wide range of specialised quality auditing and managerial techniques to carry out their own work and to supervise the quality audit team. It addresses the function performed by either an auditor having sole responsibility for the audit or a lead auditor of a quality audit team.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – Quality Auditing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Compile audit results	1.1 Compare results of the audit evaluation against audit objectives and criteria plan 1.2 Analyse audit results
2 Prepare report	2.1 Provide objective evidence relating to the need for reduction, elimination and prevention of nonconformance as the basis for the audit report 2.2 Produce audit report according to specified audit requirements 2.3 Present audit report to auditee and other stakeholders
3 Negotiate follow up process with auditee	3.1 Determine and initiate any corrective action required to deal with nonconformance, in consultation with auditee 3.2 Provide suggestions for improvements where applicable 3.3 Ensure timelines are agreed on for completion of corrective action activities 3.4 Ensure corrective action follow-up procedures are agreed with auditee
4 Monitor and review audit system and activities	4.1 Evaluate effectiveness and suitability in achieving audit objectives 4.2 Investigate possible improvements in audit methods, economy and efficiency

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 4.1	Interprets and analyses information from a complex range of organisational documentation
Writing	2.1, 2.2, 4.1	Develops a variety of complex documents using relevant structure, tone and vocabulary appropriate to audience, context and purpose
Oral Communication	2.3, 3.1-3.4	Participates in spoken exchanges using clear language, tone and pace Uses questioning and listening techniques to clarify understanding
Numeracy	1.1, 1.2, 3.3, 4.2	Collects, represents, summarises and interprets a range of statistical data Performs calculations required to measure output against timeframes
Navigate the world of work	2.2	Monitors adherence to organisational policies and procedures Considers own role in terms of its contribution to broader goals of the work environment
Interact with others	2.3, 3.1-3.4	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Collaborates with others to negotiate joint outcomes, playing an active role in facilitating team understanding
Get the work done	1.1, 1.2, 3.1, 4.1, 4.2	Organises, plans and sequences own workload according to timelines and organisational requirements Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of factors into account Analyses outcomes of decisions to identify opportunities for improvement Recognises a range of familiar problems, their symptoms and causes, actively looking for suitable corrective actions

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBAUD504 Report on a quality audit	BSBAUD504B Report on a quality audit	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBAUD504 Report on a quality audit

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

interpret audit results and produce a detailed audit report containing detailed analysis according to specified requirements

negotiate followup actions with auditees/clients

determine future improvements in auditing methods

use terminology relating to quality auditing in written or oral communications.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe quality auditing principles, methods and techniques

outline the requirements of auditing regulations and standards

identify current audit practices

identify software applications relevant to conducting quality auditing activities.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk – quality auditing field of work and include access to:

workplace documentation including quality audit reports, checklists, risk management plans and audit plans.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBCMM201 Communicate in the workplace

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package version 1.0

Application

This unit describes the skills and knowledge required to communicate in the workplace including gathering, conveying and receiving information and completing routine written correspondence.

It applies to individuals who perform a range of routine workplace communication tasks using a limited range of practical skills and fundamental knowledge of effective listening, questioning and non-verbal communication in a defined context under direct supervision or with limited individual responsibility.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Communication – Interpersonal Communication

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Gather, convey and receive information and ideas	1.1 Collect information to achieve work responsibilities from appropriate sources 1.2 Use method/s and/or equipment to communicate appropriate ideas and information to the audience 1.3 Use effective listening and speaking skills in verbal communication 1.4 Seek input from internal and external sources to develop and refine new ideas and approaches 1.5 Respond to instructions or enquiries promptly and in accordance with organisational requirements
2 Complete workplace documentation and correspondence	2.1 Present written information and ideas in clear and concise language to ensure the intended meaning of correspondence is understood by the recipient 2.2 Draft and present correspondence within designated time lines 2.3 Ensure presentation of written information meets organisational standards of style, format and accuracy 2.4 Complete workplace forms and documentation in a clear, concise and easy to read format
3 Communicate in a way that responds positively to individual differences	3.1 Value all individuals and treat them with respect, courtesy and sensitivity 3.2 Take into consideration cultural differences in all verbal and nonverbal communication 3.3 Use communication to develop and maintain positive relationships, mutual trust and confidence 3.4 Make efforts to use basic strategies to overcome language barriers 3.5 Ensure that behaviour is consistent with legislative requirements, enterprise guidelines and/or social protocols

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	1.4	Seeks advice from others to implement strategies to improve knowledge or skills
Reading	1.1, 1.4, 1.5, 2.3, 2.4	Reviews textual information to identify and interpret communication requirements and organisational standards
Writing	1.2, 1.5, 2.1, 2.2, 2.3, 2.4	Develops simple written texts using appropriate grammar, spelling and punctuation in accordance with organisational formats Completes workplace forms and texts in accordance with organisational conventions and legislative requirements.
Oral Communication	1.1, 1.2, 1.3, 1.4, 1.5, 3.3, 3.4	Explains ideas and requirements clearly and listens carefully to verbal instructions and discussions Asks questions to confirm understanding
Navigate the world of work	1.5, 2.3, 3.5	Understands responsibilities of role and complies with legislative, regulatory and organisational requirements
Interact with others	1.2, 1.4, 1.5, 3.1, 3.2, 3.3, 3.4	Recognises common cultural and other differences of people in the work context and makes adjustments to accommodate the differences Follows accepted communication practices and protocols to assist in building and maintaining positive working relationships
Get the work done	1.1, 1.2, 1.4,1.5, 2.1-2.4	Plans and implements routine tasks and workload making limited decisions on sequencing, timing and collaboration, seeking assistance in setting priorities Uses digital technology to find, record or communicate basic information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBCMM201 Communicate in the workplace	BSBCMM201A Communicate in the workplace	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCMM201 Communicate in the workplace

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

communicate information and ideas verbally and non-verbally, taking cultural differences and language barriers into consideration

produce written material, used routinely in day to day work, which is clear, concise and effectively convey the intended meaning to the recipient

complete workplace forms

use style, format and level of accuracy appropriate to the type of written material

provide prompt responses to requests for information in accordance with organisational requirements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify any organisational policies, plans and procedures which detail organisation’s standards or protocols for workplace communication

describe different communication styles

outline barriers to communication.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals using interpersonal communication skills in the workplace and include access to:

office equipment

business resources

workplace policies and procedures relating to communication

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBCOM406 Conduct work within a compliance framework

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to identify statutory, legislative and regulatory requirements and relate them to individual work practices to ensure ongoing adherence to the compliance framework.

It applies to individuals who to carry out work in accordance with the compliance framework applying to a particular job role, occupation or profession.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, licensing and risk – Compliance

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify individual compliance requirements	1.1 Identify and document statutory, legislative and regulatory requirements relevant to job role, occupation or profession 1.2 Identify and document relevant organisational and industry requirements
2. Interpret individual compliance requirements	2.1 Map compliance requirements against individual position description and work practices 2.2 Discuss ethical considerations with relevant parties where appropriate
3. Ensure individual compliance	3.1 Consult with appropriate persons to identify procedures to be applied, contingent on the situation 3.2 Reflect on personal actions in the context of compliance requirements 3.3 Record action taken if required
4. Identify and adapt to changes in compliance requirements	4.1 Access and analyse documentation relating to changes in compliance issues 4.2 Discuss documentation with appropriate persons to ensure ongoing compliance

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	3.2	Reflects on own actions to improve future performance
Reading	1.1, 1.2, 4.1	Identifies and analyses complex texts to determine key information, specific requirements and responsibilities
Writing	1.1, 1.2, 2.1, 3.3	Collates and compiles information gathered from multiple sources in required format for using correct technical and enterprise specific language
Oral Communication	2.2, 3.1, 4.2	Discusses compliance or ethical issues using structure and language to suit the audience Uses listening and questioning techniques to confirm understanding of compliance requirements
Navigate the world of work	2.2, 3.1, 4.1	Takes personal responsibility for following explicit and implicit policies, procedures and legislative requirements
Interact with others	2.2, 3.1, 4.2	Selects and uses appropriate communication conventions and practices when discussing, seeking or sharing information
Get the work done	1.1, 1.2, 2.1, 3.3, 4.1, 4.2	Takes responsibility for planning and implementing tasks required to achieve efficient and effective outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBCOM406 Conduct work within a compliance framework	BSBCOM406A Conduct work within a compliance framework	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCOM406 Conduct work within a compliance framework

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

conduct work according to relevant statutory, legislative and regulatory requirements relating to work practices

analyse and keep up to date with compliance requirements

map compliance requirements to work practices and position description

seek advice and discuss ethical considerations

reflect on personal actions.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify statutory, legislative and regulatory requirements relevant to job role, occupation or profession

outline codes of practice relevant to job role, occupation or profession

explain organisational policies and procedures relevant to workplace

explain individual work requirements and practices as contained in position description and occupational standards

outline statutory requirements and codes of conduct in context of individual job role.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Regulation, licensing and risk – compliance field of work and include access to:

legislation, regulations and codes of conduct relevant to job role, occupation or profession

information about relevant professional associations

position descriptions

organisation policies and procedures relevant to job role, occupation or profession

case studies and, where possible, real situations.

Assessors must satisfy NVRAQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBCUE301 Use multiple information systems

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to use multiple information systems to research information and records, and to maintain up-to-date customer information.

It applies to individuals who apply a broad range of competencies in a varied work context, using some discretion and judgement and relevant theoretical knowledge, and who may provide technical advice and support to a team.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Stakeholder Relations – Customer Engagement

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Access a range of information systems	1.1 Efficiently logon to information systems 1.2 Navigate screens efficiently to locate displays and information relevant to role 1.3 Use a database management system (DBMS) to control data access, enforce data integrity, manage concurrency, and access information 1.4 Manage use of information systems efficiently according to organisational requirements
2 Process customer information using multiple information systems	2.1 Analyse customer enquiry to identify information needs 2.2 Identify information systems required to satisfy information needs 2.3 Use information systems according to organisational processes to complete customer enquiry or transaction 2.4 Record customer information in information systems to complete customer enquiry or transaction 2.5 Use the shortest reasonable pathways to navigate between and within information systems 2.6 Maintain contact and communication with customer while operating information systems 2.7 Verify information with customer to complete transaction
3 Identify and rectify information system and processing errors	3.1 Identify errors in information system, relevant to role 3.2 Analyse errors for impact on information system and customers 3.3 Identify source of errors, where possible 3.4 Consult with stakeholders to identify actions to rectify errors 3.5 Arrange rectification and confirm amendments are accurate 3.6 Inform customers of errors and take necessary action 3.7 Identify information system faults and notify relevant personnel according to policy 3.8 Recommend procedural change according to policy

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	2.1, 3.5	Recognises and interprets information to determine and confirm customer requirements
Writing	2.4, 3.7	Records information accurately using clear language and appropriate terminology
Oral Communication	2.1, 2.6, 2.7, 3.4-3.6	Articulates requirements clearly using specific and relevant language suitable to audience Uses appropriate tone, pace and listening and questioning to elicit information and confirm understanding
Navigate the world of work	1.4, 2.3, 3.7, 3.8	Recognises and follows explicit organisational policies and procedures when using information systems, notifying faults and making recommendations for change
Interact with others	2.6, 2.7, 3.4, 3.6, 3.7	Identifies and follows accepted communication practices and protocols when collecting, providing and verifying information in a service context or in consultation with colleagues and stakeholders
Get the work done	1.1-1.3, 2.1, 2.2, 2.5, 3.1-3.3, 3.5, 3.7	Selects from a range of predetermined options in routine customer inquiry situations, identifying and taking some situational factors into account Recognises and takes responsibility for identifying and addressing information system errors and their sources Uses familiar digital systems and tools to access, organise, analyse, display and amend information Recognises some general design and operating principles of digital tools and uses these when troubleshooting

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBCUE301 Use multiple information systems	BSBCCO301B Use multiple information systems	Updated to meet Standards for Training Packages Code changed to reflect industry practice	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCUE301 Use multiple information systems

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

access, use and manage information systems to organisational requirements

navigate systems to locate information required to complete customer inquiry or transaction

identify and rectify information system and processing errors to established procedures and policies

provide service to customers in accordance with organisational and regulatory requirements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain computer and system troubleshooting principles

identify enterprise business systems and operating platforms relevant to role

identify enterprise policies, procedures and guidelines regarding use and security of information systems

explain operation of social networking websites

explain escalation process for reporting information technology issues.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the stakeholder relations – customer engagement field of work and include access to:

relevant standards and guidelines for use of systems

workplace information and data

quality assurance and system user error reports

troubleshooting and escalation reports

a work environment to observe operation of systems.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBCUE404 Collect, analyse and record information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to gather, collate and record information from a variety of sources, including database systems.

It applies to individuals who need to solve a defined range of unpredictable problems, analyse and evaluate information from a variety of sources, and who may provide leadership and guidance to others with some limited responsibility for the output of others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Stakeholder Relations – Customer Engagement

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Obtain, record and analyse information	1.1 Identify information sources 1.2 Collect and record information according to organisational procedures and legislative and policy requirements 1.3 Collate and sort collected information in relation to purpose for which it is being obtained 1.4 Ensure contents of recording forms and reports used meet organisational processes
2 Reduce, describe and review information	2.1 Identify information to be analysed and identify analysis methodology and analysis processes 2.2 Reduce and describe subject to support development of interpretations 2.3 Review appropriateness of reduced information according to organisational processes 2.4 Archive information not used in reduction and description processes for future reference
3 Develop inferences	3.1 Test interpretations to review credibility and consistency 3.2 Refine and consolidate interpretations to strengthen inferences drawn 3.3 Formulate inferences from facts and tested interpretations, incorporating chain of reasoning to ensure transparency to clients and users 3.4 Inform clients and users of assumptions in arguments leading to inferences 3.5 Assess and report relationship between information developed and probable interpretations, ensuring validity and compliance with organisational guidelines 3.6 Develop sound recommendations informing users of intelligence analysis outcomes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.4, 2.1, 2.3	Identifies, analyses and reviews relevant complex information and data to ensure it meets organisational requirements
Writing	1.2, 1.4, 2.2, 3.2-3.6	Prepares accurate information in required formats Critically reviews and summarises information to establish key interpretations and credible conclusions Documents analytical processes and outcomes, projected interpretations and recommendations in style and format appropriate to a specific audience
Oral Communication	3.4, 3.5	Articulates ideas and requirements clearly based on techniques appropriate to audience and environment
Navigate the world of work	1.2, 1.4, 2.3, 3.5	Takes personal responsibility for adherence to legal/regulatory and organisational requirements related to collecting, recording and reviewing information
Get the work done	1.1, 1.3, 1.4, 2.1 2.4, 3.1, 3.3, 3.5	Accepts responsibility for planning and sequencing collection, recording and analysis of information, taking required processes and relevant communication into account Uses systematic, analytical processes to identify and collate relevant information, analyse content to make sound judgements and produce valid recommendations for use by others Uses a range of digitally based technology and applications to access and filter data, and extract, organise, integrate and share relevant information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBCUE404 Collect, analyse and record information	BSBCCO404A Collect, analyse and record information	Updated to meet Standards for Training Packages Code changed to reflect industry practice	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCUE404 Collect, analyse and record information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

collect, record, collate and store information according to organisational and legislative requirements

analyse, interpret and summarise information according to organisational processes

develop recommendations based on outcomes of analysis for use by others.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify relevant information types and sources

describe procedures and security measures for accessing, storing, retrieving and sharing information

outline legislative requirements relating to information collection and methodology.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the stakeholder relations – customer engagement field of work. This includes access to:

information and databases for analysis activities

organisational procedures, policies and processes

relevant legislation, standards and guidelines.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBCUE405 Survey stakeholders to gather and record information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to prepare, survey and record relevant and required details of information collected according to organisational, legislative and regulatory requirements.

It applies to individuals who need to solve a defined range of unpredictable problems, analyse and evaluate information from a variety of sources, and who may provide leadership and guidance to others with some limited responsibility for the output of others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Stakeholder Relations – Customer Engagement

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Obtain, record and analyse information	1.1 Identify information sources 1.2 Collect and document information according to organisational procedures and legislative and policy requirements 1.3 Collate, sort and analyse information collected in relation to purpose for which it is being obtained 1.4 Ensure contents of recording forms and reports are in line with organisational requirements
2 Take and compile statements	2.1 Take comprehensive statements from sources appropriate to matter being investigated, according to organisational procedures and legislative and policy requirements 2.2 Use active listening when taking accurate statements from people
3 Conduct interviews	3.1 Plan, manage and conduct interviews to gather maximum information relevant to matter being examined 3.2 Treat all interviewees fairly and equitably 3.3 Conduct and record interviews according to legislation, policy and procedures
4 Use information and database systems	4.1 Enter information into database, adhering to data entry security procedures 4.2 Identify and use appropriate sources of information when recording data 4.3 Access and store information according to legislation, policy and procedures
5 Use interview and evidence recording equipment	5.1 Operate recording equipment according to legislation, policy and procedures 5.2 Produce records according to organisational requirements and procedures 5.3 Maintain equipment and usage logs in good order
6 Conduct follow-up activities	6.1 Identify and use communication links within organisation to exchange information 6.2 Assess relevance of information received in terms of its intended purpose 6.3 Dispose of irrelevant information according to legislation, policy and procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.4, 4.2, 6.2	Analyses and reviews a range of texts of varying complexity to determine relevance, accuracy and usefulness
Writing	1.2	Documents a range of required information using structure, detailed language and format appropriate to purpose
Oral Communication	2.1, 2.2, 3.1, 3.3, 6.1	Participates effectively in exchanges with others using structure and tone appropriate to gather and exchange information Uses questioning techniques and active listening to confirm details and clarify responses
Navigate the world of work	1.2, 1.4, 2.1, 3.2, 3.3 4.3, 5.1, 5.2, 6.3	Takes personal responsibility for adherence to legal/regulatory and organisational requirements when planning and undertaking information collection, review, storage, exchange and disposal
Interact with others	3.1, 3.2, 6.1	Selects and uses appropriate conventions and protocols when communicating with internal and external stakeholders to build rapport and seek information
Get the work done	1.1, 1.3, 3.1, 4.1-4.3 5.1-5.3, 6.2	Accepts responsibility for planning, organising and implementing routine and non-routine tasks to manage information collection processes, storage and disposal Uses systematic, analytical processes to identify and gather relevant information to established criteria Understands purposes, specific functions and key features of database systems and tools and operates them effectively to complete routine tasks Uses digital recording technologies and systems safely, legally and ethically when gathering, storing, accessing and sharing information

Range of Conditions

This section specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.

Records must be:	authorised, stored and assessed in line with organisational procedures clear, audible and presentable.

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBCUE405 Survey stakeholders to gather and record information	BSBCCO405A Survey stakeholders to gather and record information	Updated to meet Standards for Training Packages Code changed to reflect industry practice	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCUE405 Survey stakeholders to gather and record information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

source, analyse and record information in compliance with organisational requirements

use professional interview techniques to conduct and record interviews, including audiotapes and statements if applicable to role, according to relevant statutory, regulatory and legislative requirements

access, store and dispose of information in compliance with legal and organisational requirements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify information types and their sources

outline procedures and security measures for accessing, storing, retrieving and sharing data from databases

describe rights of individuals in relation to conduct of interviews and compilation of statements

identify statutory, regulatory and legislative requirements relating to surveying stakeholders

outline use of evidence and contact recording technology.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the stakeholder relations – customer engagement field of work. This includes access to:

information and databases for analysis

relevant legislation, standards and guidelines

interviewees

recording equipment.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBCUS201 Deliver a service to customers

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to deliver all aspects of customer service at an introductory level. It includes creating a relationship with customers, identifying their needs, delivering services or products and processing customer feedback.

It applies to individuals who perform a range of routine tasks in the workplace using a limited range of practical skills and fundamental knowledge of customer service in a defined context under direct supervision or with limited individual responsibility.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Stakeholder Relations – Customer Service

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Establish contact with customers	1.1 Acknowledge and greet customer in a professional, courteous and concise manner according to organisational and legislative requirements 1.2 Maintain personal dress and presentation in line with organisational requirements 1.3 Communicate using appropriate interpersonal skills to facilitate accurate and relevant exchange of information 1.4 Maintain sensitivity to customer specific needs and any cultural, family and individual differences 1.5 Establish rapport/relationship with customer and express a genuine interest in customer needs/requirements
2 Identify customer needs	2.1 Use appropriate questioning and active listening to determine customer needs 2.2 Assess customer needs for urgency to identify priorities for service delivery 2.3 Provide customer with information about available options for meeting customer needs and assist customer to identify preferred option/s 2.4 Identify personal limitations in addressing customer needs and seek assistance from designated persons where required
3 Deliver service to customers	3.1 Provide prompt customer service to meet identified needs according to organisational requirements 3.2 Provide information regarding problems and delays, and followup within appropriate timeframes as necessary 3.3 Communicate with customers in a clear, concise and courteous manner 3.4 Identify opportunities to enhance the quality of service and products, and take action to improve the service whenever possible
4 Process customer feedback	4.1 Promptly recognise customer feedback and handle sensitively according to organisational and legislative requirements 4.2 Accurately record any feedback and communication between customers and the organisation according to organisational standards, policies and procedures and legislative requirements 4.3 Identify any unmet customer needs and discuss suitability of other products/services 4.4 Support customers to make contact with other services according to organisational policies and procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 3.1, 4.1, 4.2, 4.4	Understands requirements in organisational policy and procedure documents Interprets product and service information in a range of formats to provide customer advice
Writing	4.2	Records customer information according to organisational requirements
Oral Communication	1.1, 1.3, 1.4, 1.5, 2.1-2.4, 3.2, 3.3, 4.3	Provides information or advice using structure and language to suit the audience Asks questions and listens to gain information or confirm understanding
Navigate the world of work	1.1, 1.2, 3.1, 4.1, 4.2, 4.4	Follows organisational procedures and practices relevant to own role
Interact with others	1.1, 1.3-1.5, 2.1-2.4, 3.1, 3.2, 3.3, 4.1, 4.3, 4.4	Uses accepted communication practices to establish connections, build rapport and develop professional working relationships Adjusts personal communication style in response to the opinions, values and particular needs of others
Get the work done	3.2, 3.4, 4.1- 4.3	Addresses routine problems in familiar work contexts Recognises opportunities to enhance work practices and outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBCUS201 Deliver a service to customers	BSBCUS201B Deliver a service to customers	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCUS201 Deliver a service to customers

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

greet customer and establish rapport/relationship in accordance with organisational requirements

identify customer needs using appropriate interpersonal skills

provide prompt service to address customer needs in accordance with organisational requirements

identify and follow up opportunities to increase the quality of service and products

respond to and record all customer feedback according to organisational standards, policies and procedures.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify and briefly describe key provisions of relevant legislation from all forms of government that apply to provision of customer services

identify and explain workplace organisational policies and procedures relating to customer service and the customer service process.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the customer service field of work and include access to:

office equipment and technology

workplace documents, organisational policies and procedures for customer service

examples of customer complaints and feedback

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBCUS301 Deliver and monitor a service to customers

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to identify customer needs, deliver and monitor customer service and identify improvements in the provision of customer service.

It applies to individuals who apply a broad range of competencies in various work contexts. In this role, individuals often exercise discretion and judgement using appropriate theoretical knowledge of customer service to provide technical advice and support to customers over short or long term interactions.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Stakeholder Relations – Customer Service

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Identify customer needs	1.1 Use appropriate interpersonal skills to accurately identify and clarify customer needs and expectations 1.2 Assess customer needs for urgency to determine priorities for service delivery according to organisational and legislative requirements 1.3 Use effective communication to inform customers about available choices for meeting their needs and assist in the selection of preferred options 1.4 Identify limitations in addressing customer needs and seek appropriate assistance from designated individuals
2 Deliver a service to customers	2.1 Provide prompt service to customers to meet identified needs in accordance with organisational and legislative requirements 2.2 Establish and maintain appropriate rapport with customers to ensure completion of quality service delivery 2.3 Sensitively and courteously handle customer complaints in accordance with organisational and legislative requirements 2.4 Provide assistance or respond to customers with specific needs according to organisational and legislative requirements 2.5 Identify and use available opportunities to promote and enhance services and products to customers
3 Monitor and report on service delivery	3.1 Regularly review customer satisfaction with service delivery using verifiable evidence according to organisational and legislative requirements 3.2 Identify opportunities to enhance the quality of service and products, and pursue within organisational and legislative requirements 3.3 Monitor procedural aspects of service delivery for effectiveness and suitability to customer requirements 3.4 Regularly seek customer feedback and use to improve the provision of products and services 3.5 Ensure reports are clear, detailed and contain recommendations focused on critical aspects of service delivery

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2 2.1, 2.3, 2.4, 3.1, 3.5	Comprehends textual information to determine customer service requirements Proofreads texts for clarity of meaning and accuracy of grammar and punctuation
Writing	2.3, 3.5	Completes responses to customer complaints in required format Prepares reports using sequencing, format and words to communicate recommendations clearly and effectively
Oral Communication	1.1, 1.3, 1.4, 2.2, 2.3, 2.4	Provides information or advice using structure and language to suit the audience Asks questions and listens to gain information or confirm understanding
Navigate the world of work	1.2, 2.1-2.4, 3.1, 3.2	Recognises, understands and applies organisational policies and procedures relevant to role
Interact with others	1.1, 1.3, 1.4, 2.2, 2.3, 2.4, 3.4	Selects and uses appropriate communication conventions to establish connections, build rapport, seek information and develop professional working relationships Adjusts personal communication style in response to the opinions, values and particular needs of others
Get the work done	1.2, 2.3, 2.5, 3.1-3.5	Plans and implements systems to gather and organise information Monitor actions and progress against goals and implements adjustments as appropriate Uses problem-solving skills to analyse and respond to customer complaints or enquiries Identifies and follows up on opportunities to improve work practices and outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBCUS301 Deliver and monitor a service to customers	BSBCUS301B Deliver and monitor a service to customers	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCUS301 Deliver and monitor a service to customers

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

use communication skills to establish rapport and build relationships with customers in accordance with organisational requirements

identify customer needs using appropriate questioning and active listening skills

provide customer service in accordance with organisational requirements

respond to and record customer feedback and action taken according to organisational standards, policies and procedures

produce a report which identifies and recommends ways to improve service delivery.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

summarise key provisions of relevant legislation from all levels of government that may affect aspects of business operations

explain organisational policy and procedures for customer service, including handling customer complaints

provide examples of verifiable evidence that could be used to review customer satisfaction

outline the interpersonal skills needed for serving customers, including customers with specific needs.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the customer service field of work and include access to:

office equipment and technology

workplace documents, organisational policies and procedures for customer service

examples of customer complaints and feedback

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBCUS401 Coordinate implementation of customer service strategies

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to advise, carry out and evaluate customer service strategies.

It applies to individuals who have well developed skills and a broad knowledge of customer service strategies for addressing customer needs and problems, and who may provide guidance or delegate work related tasks to others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Stakeholder Relations – Customer Service

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Advise on customer service needs	1.1 Clarify and accurately assess customer needs using appropriate communication techniques 1.2 Diagnose problems matching service delivery to customers and develop options for improved service within organisational requirements 1.3 Provide relevant and constructive advice to promote the improvement of customer service delivery 1.4 Use business technology and/or online services to structure and present information on customer service needs
2 Support implementation of customer service strategies	2.1 Ensure customer service strategies and opportunities are promoted to designated individuals and groups 2.2 Identify and allocate available budget resources to fulfil customer service objectives 2.3 Promptly action procedures to resolve customer difficulties and complaints within organisational requirements 2.4 Ensure that decisions to implement strategies are taken in consultation with designated individuals and groups
3 Evaluate and report on customer service	3.1 Review client satisfaction with service delivery using verifiable data in accordance with organisational requirements 3.2 Identify and report changes necessary to maintain service standards to designated individuals and groups 3.3 Prepare conclusions and recommendations from verifiable evidence and provide constructive advice on future directions of client service strategies 3.4 Maintain systems, records and reporting procedures to compare changes in customer satisfaction

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 1.4, 2.3, 3.1	Reviews textual information and comprehends details that relate to the interests or requirements of the client and organisation
Writing	1.4, 3.3, 3.4	Creates a range of formal texts using structure, grammar and clear and specialised language to describe customer needs, maintain information and support a particular position
Oral Communication	1.1, 1.3, 2.1, 2.4, 3.2	Uses pace, intonation, intelligible pronunciation and listening and questioning techniques to interact effectively with others
Numeracy	2.2	Recognises and interprets numerical information and performs calculations on familiar mathematical information
Navigate the world of work	1.2, 2.3, 3.1, 3.2	Recognises and applies organisational protocols and meets expectations associated with own work
Interact with others	1.1, 1.3, 2.1, 2.4, 3.2, 3.3	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Uses a range of strategies to establish a sense of connection and build rapport with customers Collaborates with others contributing knowledge and skills to achieve joint outcomes
Get the work done	1.2, 1.4, 2.3, 3.1- 3.4	Applies formal and logical processes when planning and implementing tasks Applies standard procedures when responding to familiar problems within own work context Uses digital technologies to access, organise, present and store information relevant to own role

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBCUS401 Coordinate implementation of customer service strategies	BSBCUS401B Coordinate implementation of customer service strategies	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCUS401 Coordinate implementation of customer service strategies

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify the needs and priorities of the organisation in delivering services to customers

diagnose problems in delivery of customer service

respond to and report on customer feedback and complaints

review client satisfaction using verifiable data

consult and communicate effectively with relevant people

develop and implement strategies and methods to improve customer service delivery including:

budgeting

promotion to staff

documentation and follow up.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the principles of customer service

explain sources of information and techniques for identifying customer needs and reviewing customer satisfaction

explain the organisational business structure, products and services related to customer service

describe product and service standards and best practice models.

Assessment Conditions

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Noise levels, production flow, interruptions and time variances must be typical of those experienced in the customer service field of work and include access to:

office equipment

business technology

organisational policies and procedures for customer service

examples of customer complaints and feedback

client satisfaction data

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBCUS402 Address customer needs

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage an ongoing relationship with a customer over a period of time. This includes helping customers articulate their needs and managing networks to ensure customer needs are addressed.

It applies to individuals who are expected to have detailed product knowledge in order to recommend customised solutions. In this role, individuals would be expected to apply organisational procedures and be aware of, and apply as appropriate, broader factors involving ethics, industry practice and relevant government policies and regulations.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Stakeholder Relations – Customer Service

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Assist customer to articulate needs	1.1 Ensure customer needs are fully explored, understood and agreed 1.2 Explain and match available services and products to customer needs 1.3 Identify and communicate rights and responsibilities of customers to the customer as appropriate
2 Satisfy complex customer needs	2.1 Explain possibilities for meeting customer needs 2.2 Assist customers to evaluate service and/or product options to satisfy their needs 2.3 Determine and prioritise preferred actions 2.4 Identify potential areas of difficulty in customer service delivery and take appropriate actions in a positive manner
3 Manage networks to ensure customer needs are addressed	3.1 Establish effective regular communication with customers 3.2 Establish, maintain and expand relevant networks to ensure appropriate referral of customers to products and services from within and outside the organisation 3.3 Ensure procedures are in place to ensure that decisions about targeting of customer services are based on uptodate information about the customer and the products and services available 3.4 Ensure procedures are put in place to ensure that referrals are based on the matching of the assessment of customer needs and availability of products and services 3.5 Maintain records of customer interaction in accordance with organisational procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.3, 2.2, 2.3, 2.4, 3.2, 3.3, 3.4, 3.5	Interprets textual information obtained from a range of sources and determines how content may be applied to individuals and to organisational requirements
Writing	1.1, 3.1, 3.2, 3.3, 3.4, 3.5	Prepares written reports, up-to-date procedures and other workplace documentation that communicate complex information clearly and effectively
Oral Communication	1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2	Clearly articulates customer’s needs using language suitable to diverse audiences and employs listening and questioning techniques to confirm understanding
Navigate the world of work	3.5	Recognises and applies organisational protocols and meets expectations associated with own work
Interact with others	1.1-1.3, 2.1, 2.2, 3.1, 3.2	Selects and uses appropriate communication techniques to establish and maintain positive working relationships Establishes connections and shares information with others who can contribute to effective work outcomes
Get the work done	2.3, 2.4, 3.3-3.5	Develops and implements plans for routine and non-routine tasks recognising the importance of aligning goals and expectations to achieve outcomes Recognises and takes responsibility for addressing predictable and non-predictable problems in own work context Uses digital systems to organise and store information relevant to own work

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBCUS402 Address customer needs	BSBCUS402B Address customer needs	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCUS402 Address customer needs

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

communicate effectively with customers including

helping customers to articulate their needs and evaluate options

explaining products/services and how they match customer needs

establishing regular communication

explaining customer rights and responsibilities

address customer’s needs

use organisational procedures to document customer satisfaction

develop and maintain networks to support meeting customer needs

identify potential difficulties in meeting customer needs and taking appropriate action.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain organisational procedures and standards for establishing and maintaining customer service relationships

describe informed consent

explain consumer rights and responsibilities

describe ways to establish effective regular communication with customers

outline details of products or services including with reference to:

possible alternative products and services

variations within a limited product and service range.

Assessment Conditions

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Noise levels, production flow, interruptions and time variances must be typical of those experienced in the customer service field of work and include access to:

office equipment and resources

business technology

organisational policies, procedures, quality systems, manuals and guidelines for customer management

examples of products/services and promotional strategies

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBCUS403 Implement customer service standards

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to contribute to quality customer service standards within an organisation.

It applies to individuals who may be frontline managers, team leaders or supervisors who have responsibility for ensuring that customer service systems and customer service standards are implemented.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Stakeholder Relations – Customer Service

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Contribute to quality customer service standards	1.1 Access, interpret, apply and monitor customer service standards in the workplace according to organisational standards, policies and procedures 1.2 Make contributions to the development, refinement and improvement of customer service standards, policies and processes
2 Implement customer service systems	2.1 Encourage all personnel to consistently implement customer service systems 2.2 Review customer feedback in consultation with appropriate personnel and analyse when improving work practices 2.3 Identify customer service problems and make adjustments to ensure continued service quality 2.4 Communicate adjustments in service delivery to all those involved, within appropriate timeframes 2.5 Coordinate and manage delivery of services and products to ensure they effectively and efficiently meet agreed quality standards
3 Implement team customer service standards	3.1 Plan and implement team and work activities to meet customer needs and expectations, and to minimise inconvenience 3.2 Identify resources required to undertake team tasks while meeting required customer service levels

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.2, 2.5	Interprets and monitors textual information obtained from a range of sources to determine how content may fulfil customer and organisational requirements
Writing	1.2, 2.3, 2.4	Prepares written reports, up-to-date procedures and other workplace documentation that communicate information clearly and effectively
Oral Communication	2.1, 2.4	Clearly articulates systems and standards in a team environment using language suitable to diverse audiences and employs listening and questioning techniques to confirm understanding
Navigate the world of work	1.1, 2.4, 2.5	Recognises and applies organisational protocols and meets expectations associated with own work
Interact with others	1.2, 2.1-2.4	Uses the communication channel, tone and vocabulary that is appropriate to the audience and specific purpose Collaborates with others to achieve joint outcomes
Get the work done	2.2-2.5, 3.1, 3.2	Plans a range of routine and non-routine tasks and implements actions in accordance with plan to meet desired outcomes Addresses problems using formal analytical thinking techniques to generate possible solutions, seeking input from others as required Evaluates outcomes of decisions to identify opportunities for improvement

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBCUS403 Implement customer service standards	BSBCUS403B Implement customer service standards	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCUS403 Implement customer service standards

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

access, interpret, apply and monitor customer service standards

demonstrate compliance with customer service system and standards

make contributions to improving or adapting customer service standards to better meet the needs of the organisation and the customers

review and analyse customer feedback and make recommendations to address issues raised, including identifying the resources required

make adjustments to improve customer service procedures including:

identifying and responding to problems

communicating with and encouraging staff

coordinate and manage delivery of services and products to meet standards including:

planning and implementing team work activities

managing resources.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

have detailed product / service knowledge

explain the rights and responsibilities of customers and relevant consumer law

outline models of customer service

explain relevant organisational procedures and standards for customer service standards and relationships.

Assessment Conditions

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Noise levels, production flow, interruptions and time variances must be typical of those experienced in the customer service field of work and include access to:

office equipment

business technology

workplace documents and policies and procedures

customer feedback

consumer protection laws and regulations

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBCUS501 Manage quality customer service

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop strategies to manage organisational systems that ensure products and services are delivered and maintained to standards agreed by the organisation.

It applies to individuals who supervise the provision of quality customer service within an organisation’s procedures framework by others. At this level, individuals must exercise considerable discretion and judgement, using a range of problem solving and decision making strategies.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Stakeholder Relations – Customer Service

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Plan to meet internal and external customer requirements	1.1 Investigate, identify, assess, and include the needs of customers in planning processes 1.2 Ensure plans achieve the quality, time and cost specifications agreed with customers
2 Ensure delivery of quality products and services	2.1 Deliver products and services to customer specifications within organisation’s business plan 2.2 Monitor team performance to consistently meet the organisation’s quality and delivery standards 2.3 Help colleagues overcome difficulties in meeting customer service standards
3 Monitor, adjust and review customer service	3.1 Develop and use strategies to monitor progress in achieving product and/or service targets and standards 3.2 Develop and use strategies to obtain customer feedback to improve the provision of products and services 3.3 Develop, procure and use resources effectively to provide quality products and services to customers 3.4 Make decisions to overcome problems and to adapt customer services, products and service delivery in consultation with appropriate individuals and groups 3.5 Manage records, reports and recommendations within the organisation’s systems and processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.1, 3.1, 3.2, 3.3, 3.5	Interprets and analyses textual information from a variety of sources and applies the knowledge that has been gained to evaluate standards for organisation’s products and services
Writing	1.2, 3.1, 3.2, 3.3, 3.5	Produces a range of text types to convey information, requirements or recommendations matching style of writing to purpose and audience
Oral Communication	1.1, 1.2, 2.1, 2.3, 3.2	Clearly articulates systems and standards in a team environment using language suitable to diverse audiences Uses listening and questioning techniques to obtain feedback and confirm understanding
Numeracy	1.2	Interprets and comprehends mathematical information in organisation’s business and customer service plans.
Navigate the world of work	2.1, 2.2, 3.1, 3.5	Recognises and applies organisational protocols and meets expectations associated with own work
Interact with others	1.1, 2.3, 3.4	Identifies and uses appropriate conventions and protocols when communicating with colleagues and customers Collaborates with others, taking into account their strengths and experience, to achieve desired outcomes Provides support in field of expertise to team
Get the work done	1.1, 1.2, 2.1, 2.2, 3.1-3.5	Develops and implements plans using logical processes and monitors and evaluates progress against stated goals Accepts responsibility for addressing complex or non-routine difficulties, applying problem solving processes in determining a solution. Uses digital technology to access, organise and present information in a format that meets requirements

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBCUS501 Manage quality customer service	BSBCUS501C Manage quality customer service	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCUS501 Manage quality customer service

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop and manage organisational systems for quality customer service

develop and review plans, policies and procedures for delivering and monitoring quality customer service

implement policies and procedures to ensure quality customer service

solve complex customer complaints and system problems that lead to poor customer service

monitor and assist teams to meet customer service requirements

develop, procure and use human and physical resources to support quality customer service delivery.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the legislative and regulatory context of the organisation relevant to customer service

describe organisational policy and procedures for customer service including handling customer complaints

identify service standards and best practice models

summarise public relations and product promotion

outline techniques for dealing with customers including customers with specific needs

explain techniques for solving complaints including the principles and techniques involved in the management and organisation of:

customer behaviour

customer needs research

customer relations

ongoing product and/or service quality

problem identification and resolution

quality customer service delivery

record keeping and management methods

strategies for monitoring, managing and introducing ways to improve customer service relationships

strategies to obtain customer feedback.

Assessment Conditions

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Noise levels, production flow, interruptions and time variances must be typical of those experienced in the customer service field of work and include access to:

legislation, regulations and codes of practice related to customer service

business technology

workplace documentation and resources

complex customer complaints

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFIA301 Maintain financial records

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to maintain daily financial records such as reconciling debtors’ and creditors’ systems, preparing and maintaining a general ledger and trial balance and includes activities associated with monitoring cash control for accounting purposes.

It applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts and may exercise discretion and judgement using appropriate theoretical knowledge of financial records.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Finance – Financial Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Maintain daily financial records	1.1 Correctly maintain daily financial records in accordance with organisational and legislative requirements for accounting purposes 1.2 Identify and rectify or refer discrepancies or errors in documentation or transactions to designated persons in accordance with organisational and legislative requirements 1.3 Accurately credit and debit transactions and promptly enter into journals in accordance with organisational and legislative requirements
2 Maintain general ledger	2.1 Maintain general ledger in accordance with organisational and legislative requirements 2.2 Post transactions into general ledger in accordance with organisational and legislative reporting requirements 2.3 Reconcile systems for accounts payable and receivable with general ledger 2.4 Accurately prepare trial balance from general ledger in accordance with organisational and legislative requirements
3 Monitor cash control	3.1 Ensure cash flow is accurately accounted for in accordance with organisational and legislative requirements 3.2 Make and receive payments in accordance with organisational and legislative requirements 3.3 Collect or follow up outstanding accounts within designated timelines 3.4 Check payment documentation for accuracy of information and despatch to creditors within designated timeline

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1-2.4, 3.1-3.4	Recognises and interprets numerical and textual information to determine and complete required activities
Writing	1.3, 2.1-2.4, 3.1-3.4	Integrates data from different sources and records numerical information in a format appropriate to context and purpose of material Prepares clear and detailed information and instructions using format, structure and tone suitable to audience
Oral Communication	1.2, 3.2, 3.3	Explains financial issues and requirements clearly, using facts and examples, and uses listening and questioning techniques to obtain sequenced instructions
Numeracy	1.1-1.3, 2.1-2.4, 3.1-3.4	Uses a limited range of mathematical calculations to reconcile amounts using whole numbers and decimals and arrange/compare numerical information
Navigate the world of work	1.1-1.3, 2.1-2.4, 3.1-3.3	Recognises, understands and monitors adherence to legislative and organisational requirements in undertaking own work
Interact with others	3.3, 3.4	Understands the importance of using appropriate practices and protocols when handling confidential information
Get the work done	1.1-1.3, 2.1-2.4, 3.1-3.4	Takes responsibility for own workload and monitors adherence to specified goals and timelines Uses digital technologies to access, record, store, organise and compile data as required

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFIA301 Maintain financial records	BSBFIA301A Maintain financial records	Updated to meet Standards for Training Packages Minor edits to clarify meaning of performance criteria	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFIA301 Maintain financial records

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

maintain daily transactions and identify and respond to discrepancies and errors

transfer and record financial data accurately

reconcile expenditures and revenue in a timely manner.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify the key provisions of relevant legislation, codes of practice and national standards that may affect financial record keeping

discuss organisational policies and procedures relating to maintaining financial records

define credits/creditors and debits/debtors

describe principles of double entry bookkeeping and accrual accounting

identify methods of presenting financial data.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the financial administration field of work and include access to:

office equipment and resources

computer equipment and relevant software

examples of source documents relating to financial record keeping

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFIA303 Process accounts payable and receivable

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes skills and knowledge required to maintain accounts payable and accounts receivable records, including processing payments to creditors and handling overdue accounts receivable.

It applies to individuals employed in a range of work environments supporting the accounting functions and aspects of an enterprise. They may provide administrative support within an enterprise, or may be members of staff who have been delegated accounting responsibilities.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Finance – Financial Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Maintain financial journal systems	1.1 Check source documents for accuracy and appropriate authorisation 1.2 Refer errors and discrepancies in source documents for resolution in accordance with organisational policy and procedures 1.3 Enter transactions into cash and credit journal system in accordance with organisational policy and procedures and relevant legislation and compliance requirements 1.4 Total credit journals in accordance with organisational policy and procedures
2 Prepare bank reconciliations	2.1 Check cash journals against bank statements to identify differences 2.2 Update cash journals with relevant data from bank statement/s 2.3 Identify discrepancies and refer to appropriate staff member, organisation or agency 2.4 Total cash journals in accordance with organisational policy and procedures 2.5 Prepare regular reconciliation reports within designated timelines
3 Maintain accounts payable and accounts receivable systems	3.1 Enter transactions into individual accounts payable and accounts receivable in accordance with organisational policy and procedures and accounting requirements 3.2 Prepare schedules of accounts payable and accounts receivable for reconciliation purposes and in accordance with organisational requirements 3.3 Reconcile accounts payable and accounts receivable schedules with journal data or general ledger and in accordance with organisational requirements
4 Process payments for accounts payable	4.1 Reconcile accounts payable statements with accounting records and in accordance with organisational policy and procedures 4.2 Check payment documentation for accuracy of information and discrepancies and rectify errors in accordance with organisational requirements
5 Prepare statements for accounts receivable	5.1 Produce and check accounts receivable statements for accuracy in accordance with organisational policy and procedures 5.2 Rectify discrepancies and statements despatched within designated timelines
6 Follow up outstanding accounts	6.1 Maintain accounts receivable ledger system in accordance with organisational requirements and to reflect current credit situation 6.2 Conduct aged-analysis of accounts receivable to identify outstanding accounts and to determine collection procedures in accordance with organisational requirements 6.3 Report or follow up outstanding accounts in accordance with organisational policy and procedures 6.4 Monitor and review credit terms in accordance with credit policy and procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.4, 2.1-2.5, 3.1-3.3, 4.1, 4.2, 5.1, 5.2, 6.1-6.4	Interprets textual information from a range of sources to confirm all necessary job requirements Checks documents to identify errors or discrepancies
Writing	1.2-1.4, 2.1-2.5, 3.1-3.3, 4.1, 4.2, 5.2, 6.1-6.4	Prepares a range of clear documentation using relevant format, grammatical structure and vocabulary suitable to audience
Oral Communication	1.2, 2.3, 6.3	Uses questioning and listening techniques to clarify information Explains information clearly using appropriate terminology and tone
Numeracy	1.1-1.4, 2.1-2.5, 3.1-3.3, 4.1, 4.2, 5.1, 5.2, 6.1-6.4	Uses a limited range of mathematical calculations to reconcile amounts using whole numbers and decimals Arranges/compares numerical information
Navigate the world of work	1.1-1.4, 2.4, 2.5, 3.1-3.3, 4.1, 4.2, 5.1, 5.2, 6.1-6.4	Appreciates implications of legal and regulatory responsibilities related to own work
Interact with others	1.2, 2.3, 6.3	Seeks the appropriate form, channel and mode of communication for a specific purpose relevant to own role Plays an active role in workgroup discussions, paying some attention to the perspective of others
Get the work done	1.2-1.4, 2.1-2.5, 3.1-3.3, 4.1-4.3, 5.1, 5.2, 6.1-6.4	Plans a range of routine and non-routine tasks recognising stated goals and aiming to achieve them within specified timeframes Recognises predictable problems and applies formal problem-solving processes or seeks advice from others, as relevant Automatically implements standard procedures for routine decisions Uses digital technologies to access, record, store, organise and compile data and present reports as required

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFIA303 Process accounts payable and receivable	BSBFIA303 Process accounts payable and receivable	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFIA303 Process accounts payable and receivable

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

accurately enter data into journal and subsidiary ledger system

maintain journals and subsidiary ledger systems

reconcile subsidiary ledger system with journal or general ledger data

complete all tasks in accordance with legal and organisational responsibilities, within scope of own responsibility.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

list key provisions of relevant legislation and regulations, standards and codes of practice that may affect aspects of financial operations

briefly describe the organisational accounting systems and procedures

explain how to check for errors or discrepancies

list and describe tasks that are outside own scope of responsibility.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the financial administration field of work and include access to:

office equipment and resources

computer equipment and relevant software

examples of cash journals, credit journals, accounts payable and accounts receivable subsidiary legers

workplace reference materials such procedural manuals and company policy

case studies and, where possible, real situations..

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFIA402 Report on financial activity

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to report financial activity for business both in response to client requests and to meet statutory requirements such as the completion of financial reports.

This unit applies to individuals with a broad knowledge of financial activities who contribute financial skills and knowledge to address reporting requirements of clients and legal authorities. They may have responsibility to provide guidance or to delegate aspects of these tasks to others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Finance – Financial Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Compile financial information and data	1.1 Collect, evaluate and code current financial data to ensure consistency, quality and accuracy in accordance with organisational requirements 1.2 Use conversion and consolidation procedures to compile analysis in accordance with organisational requirements 1.3 Make, record and disclose asset and liability valuations in accordance with organisational requirements 1.4 Ensure that discrepancies, unusual features or queries are identified, resolved or referred to the appropriate authority
2 Prepare statutory requirement reports	2.1 Correctly record income and expenditure to ensure compliance with statutory requirements 2.2 Calculate liabilities for tax in accordance with current legislation and revenue gathering practices 2.3 Correctly identify relevant receipts, revenue documentation and payments 2.4 Ensure that statements and claims take full advantage of available benefits and allowances in accordance with statutory requirements 2.5 Submit statutory requirement reports to appropriate authorities within stated deadlines
3 Provide financial business recommendations	3.1 Ensure that recommendations are logically derived and supported by evidence in report 3.2 Provide recommendations to propose constructive actions to enhance the effectiveness and efficacy of functions and services 3.3 Ensure recommendations are concise and facilitate direction and control of organisation’s operations 3.4 Identify and prioritise significant issues in statements including comparative financial performances for review and decision making 3.5 Ensure structure and format of reports are clear and conform to organisational and statutory requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.4, 2.1-2.5, 3.1-3.5	Compares and analyses information from a range of sources varying in complexity to determine and complete financial requirements
Writing	1.1-1.4, 2.1, 2.2, 2.4, 2.5, 3.1-3.5	Records numerical and textual information incorporating required financial language organising data in a manner that supports the format and purpose of the document
Oral Communication	1.4, 3.2, 3.3	Presents financial issues and requirements clearly, succinctly and based on own findings using language appropriate to audience and environment Exchanges and obtains information from others by listening and questioning
Numeracy	1.1-1.4, 2.1-2.5, 3.1, 3.4, 3.5	Establishes criteria and categories for financial management purposes and monitors activities on a regular basis Uses a wide range of mathematical calculations to interpret and arrange/compare numerical information in order to comply with requirements
Navigate the world of work	1.1-1.4, 2.1-2.5, 3.1, 3.3, 3.5	Recognises, understands and applies applicable legislation, industry standards and organisational policies and procedures in the conduct of own work
Interact with others	1.4, 2.5	Selects and uses appropriate conventions and protocols when communicating with external stakeholders to supply required information
Get the work done	1.1-1.4, 2.1, 2.2, 2.5, 3.4	Uses formal and logical processes to plan and complete tasks, achieving timelines and organisational requirements Uses analytical skills to identify discrepancies, attempts to resolves the issues within the context of own responsibilities and, where appropriate, consults with more experienced colleagues for assistance Uses a range of digital technologies to access, record, store, organise, compile, analyse and present complex data from multiple sources of information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFIA402 Report on financial activity	BSBFIA402A Report on financial activity	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFIA402 Report on financial activity

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

organise and present financial data including budget variances, budgets and forecasts, cash flow/profit reports, balance sheets, financial year reports, operating statements, expenditure and receipts and profit and loss statements to highlight relevant features and meet workplace requirements

use conversion and consolidation procedures such as moving averages, standardised variables, trend analysis and unit costs

identify, resolve or refer discrepancies such as absence of auditable trail, expenditure report mismatches, incorrect payments and unreconciled cash flows

record income and expenditure to meet statutory requirements

calculate liabilities for tax including completing Business Activity Statements

provide financial business recommendations

apply knowledge of relevant legislation and regulations

perform double entry bookkeeping and accrual accounting.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify the key provisions of legislation, regulation and codes of practice relevant to financial operations

describe the techniques used for forecasting and analysis

identify the options, methods and practices for deductions, benefits and depreciations.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the financial administration field of work and include access to:

office equipment and resources

computer with relevant software

examples of financial data, reports and documents

workplace financial policies and procedures

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFIM501 Manage budgets and financial plans

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to undertake financial management within a work team in an organisation. It includes planning and implementing financial management approaches, supporting team members whose role involves aspects of financial operations, monitoring and controlling finances and reviewing and evaluating effectiveness of financial management processes.

It applies to managers in a wide range of organisations and sectors who have responsibility for ensuring that work team financial resources are used effectively and are managed in line with financial objectives of the team and organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Finance - Financial Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Plan financial management approaches	1.1 Access budget/financial plans for the work team 1.2 Clarify budget/financial plans with relevant personnel within the organisation to ensure that documented outcomes are achievable, accurate and comprehensible 1.3 Negotiate any changes required to be made to budget/financial plans with relevant personnel within the organisation 1.4 Prepare contingency plans in the event that initial plans need to be varied
2 Implement financial management approaches	2.1 Disseminate relevant details of the agreed budget/financial plans to team members 2.2 Provide support to ensure that team members can competently perform required roles associated with the management of finances 2.3 Determine and access resources and systems to manage financial management processes within the work team
3 Monitor and control finances	3.1 Implement processes to monitor actual expenditure and to control costs across the work team 3.2 Monitor expenditure and costs on an agreed cyclical basis to identify cost variations and expenditure overruns 3.3 Implement, monitor and modify contingency plans as required to maintain financial objectives 3.4 Report on budget and expenditure in accordance with organisational protocols
4 Review and evaluate financial management processes	4.1 Collect and collate for analysis, data and information on the effectiveness of financial management processes within the work team 4.2 Analyse data and information on the effectiveness of financial management processes within the work team and identify, document and recommend any improvements to existing processes 4.3 Implement and monitor agreed improvements in line with financial objectives of the work team and the organisation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.1, 2.3, 3.1-3.4, 4.2, 4.3	Interprets and analyses information to determine activities required
Writing	1.1, 1.4, 4.1-4.3	Records information in correct forms and prepares materials which convey detailed and factual content in accordance with internal procedures
Oral Communication	1.2, 1.3, 2.1-2.3	Presents information about financial issues and requirements to a range of audiences using structure and language to suit the audience Uses active listening and questioning to clarify information and to confirm understanding
Numeracy	1.1-1.3, 2.1-2.3, 3.1-3.4, 4.1-4.3	Uses a wide range of mathematical calculations to analyse numeric information in budgets or financial plans
Navigate the world of work	2.2, 3.3, 3.4, 4.3	Recognises, understands and adheres to organisational requirements in undertaking own work
Interact with others	1.2, 1.3, 2.1, 2.2, 3.1, 2.3, 4.2, 4.3	Uses a range of strategies to connect, collaborate and cooperate with other work colleagues in activities requiring collective effort and diverse skills and knowledge
Get the work done	1.1, 1.4, 2.3, 3.1-3.4, 4.1-4.3	Uses logical processes in planning, implementing and evaluating complex tasks and developing alternative strategies in achieving goals and timelines Uses a range of digital technologies to access, filter, compile, integrate and logically present complex information from multiple sources

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFIM501 Manage budgets and financial plans	BSBFIM501A Manage budgets and financial plans	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFIM501 Manage budgets and financial plans

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

use financial skills to work with and interpret budgets, ageing summaries, cash flow, petty cash, Goods and Services Tax (GST), and profit and loss statements

communicate with relevant people to clarify budget/financial plans, negotiate changes and disseminate information

prepare, implement and modify financial contingency plans

monitor expenditure and control costs

support and monitor team members

report on budget and expenditure

review and make recommendations for improvements to financial processes

meet record keeping requirements for the Australian Taxation Office (ATO) and for auditing purposes.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe basic accounting principles

identify and explain the relevant legislation and current requirements of the Australian Taxation Office, including the Goods and Services Tax (GST)

explain the key requirements for financiall record keeping and auditing

describe the principles and techniques involved in managing:

budgeting

cash flows

electronic spreadsheets

GST

ledgers and financial statements

profit and loss statements.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the financial management field of work and include access to:

resources and documentation used in the workplace

workplace policies and procedures

workplace budgets and financial plans

business technology

case studies and, where available, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFLM303 Contribute to effective workplace relationships

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to gather information and maintain effective relationships and networks, with particular regard to communication and representation.

This unit applies to individuals who use leadership skills including motivation, mentoring and coaching to develop efficient, effective and unified teams and facilitate communication between team members and management of the organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Frontline Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Seek, receive and communicate information and ideas	1.1 Collect information associated with the achievement of work responsibilities from appropriate sources 1.2 Communicate ideas and information to diverse audiences in an appropriate and sensitive manner 1.3 Seek contributions from internal and external sources to develop and refine new ideas and approaches in accordance with organisational processes 1.4 Facilitate consultation processes to allow employees to contribute to issues related to their work, and promptly communicate outcomes of consultation to the work team 1.5 Promptly deal with and resolve issues raised, or refer them to relevant personnel
2 Encourage trust and confidence	2.1 Treat people with integrity, respect and empathy 2.2 Encourage effective relationships within the framework of the organisation’s social, ethical and business standards 2.3 Gain and maintain the trust and confidence of colleagues, customers and suppliers through competent performance 2.4 Adjust interpersonal styles and methods in relation to the organisation’s social and cultural environment
3 Identify and use networks and relationships	3.1 Identify and utilise workplace networks to help build relationships 3.2 Identify and describe the value and benefits of networks and other work relationships for the team and the organisation
4 Contribute to positive outcomes	4.1 Identify difficulties and take action to rectify the situation within own level of responsibility according to organisational and legal requirements 4.2 Support colleagues in resolving work difficulties 4.3 Regularly review workplace outcomes and implement improvements in consultation with relevant personnel 4.4 Identify and resolve poor work performance within own level of responsibility and according to organisational policies 4.5 Deal constructively with conflict, within the organisation’s established processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.3, 1.4, 1.5, 4.3	Comprehends textual information to determine regulatory requirements and adhere to job processes and internal policies
Writing	1.1-1.5, 4.3, 4.4, 4.5	Uses appropriate language to record key information related to the outcomes of the job Varies writing style to meet requirements of audience and purpose
Oral Communication	1.2-1.5, 2.1, 2.2, 2.4, 3.1, 4.2-4.5	Speaks clearly using tone and pace appropriate for the audience and purpose Uses appropriate techniques, including active listening and questioning, to clarify information and to confirm understanding
Navigate the world of work	1.3, 2.1, 2.2, 2.4, 4.1, 4.4, 4.5	Takes personal responsibility for adherence to explicit and implicit organisational policies, procedures, standards and legislative requirements within own job role and in all interactions with others
Interact with others	1.2, 1.3, 1.4, 1.5 2.1, 2.2, 2.3, 2.4 4.2, 4.3, 4.4, 4.5	Selects and uses appropriate conventions and protocols when communicating with internal and external stakeholders to build rapport, establish networks, seek or share information, Adjusts personal communication style in response to a diverse range of individuals in the work context Uses collaborative techniques to engage team members in consultations and negotiations Implements strategies to respond appropriately to conflict and poor work performance
Get the work done	1.1, 1.3, 1.4,1.5, 2.3, 3.1, 3.2, 4.1, 4.2, 4.3, 4.4	Takes responsibility for planning, sequencing and prioritising tasks and own workload for effective outcomes Uses formal analytical thinking techniques and broad ranging consultative processes to identify issues and implement a constructive approach to solutions and improvement opportunities Uses familiar digital technologies and systems to access, present and communicate information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFLM303 Contribute to effective workplace relationships	BSBFLM303C Contribute to effective workplace relationships	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFLM303 Contribute to effective workplace relationships

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

access and analyse information to achieve planned outcomes

apply techniques for resolving problems and conflicts and dealing with poor performance within organisational and legislative requirements

review and improve workplace outcomes in consultation with relevant personnel

adjust interpersonal style and communications to respond to cultural and social diversity

apply relationship management and communication skills with a range of people that:

demonstrate integrity, respect, empathy and cultural sensitivity and promote trust

forge effective relationships with internal and/or external people and help to maintain these networks

encourage participation and foster contribution of and respect for ideas and feedback

provide support to colleagues to resolve difficulties.

communicate ideas and information to diverse audiences

develop networks and build team relationships.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

give examples of how work relationships and the cultural and social environment can support or hinder achieving planned outcomes

explain techniques for developing positive work relationships and building trust and confidence in a team

identify relevant legislation from all levels of government that affects business operation

describe a range of methods and techniques for communicating information and ideas to a range of stakeholders

outline problems solving methods

explain methods to resolve workplace conflict

explain methods to manage poor work performance

explain how to monitor, analyse and introduce ways to improve work relationships.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management field of work and include access to:

relevant legislation and regulations

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFLM305 Support operational plan

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to provide support for operational practices and procedures within the organisation’s productivity and profitability plans. This includes contributing to the operational plan, assisting in recruiting employees and acquiring resources, and monitoring and adjusting operational performance.

It applies to individuals who use planning and analytical skills to achieve the measurable, stated objectives of the team and the organisation. At this level, work will normally be carried out within known routines, methods and procedures, and may also involve a number of complex or non-routine activities that require some discretion and judgement.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Frontline Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Contribute to implementation of operational plan	1.1 Collect and record details of resource requirements and report to relevant personnel 1.2 Ensure the operational plan contributes to the achievement of the organisation’s performance and business plan 1.3 Identify key performance indicators to measure own and work team’s performance 1.4 Undertake contingency planning as required 1.5 Support the development and presentation of proposals for resource requirements as necessary
2 Assist in recruiting employees and acquiring resources	2.1 Assist with employee recruitment and/or induction as required, within the organisation’s policies, practices and procedures 2.2 Acquire physical resources and services according to the organisation’s policies, practices and procedures, and in consultation with relevant personnel
3 Support operations	3.1 Identify and utilise performance systems and processes to assess team progress in achieving plans and targets 3.2 Compare actual productivity and performance with identified short-term budgets, targets and performance results 3.3 Identify and report unsatisfactory performance to relevant personnel, to enable action to be taken to rectify situation 3.4 Provide coaching to support individuals and teams to use resources effectively, economically and safely 3.5 Support consultation processes for development and/or variation of the operational plan as required 3.6 Present recommendations for variation to operational plans to relevant personnel 3.7 Follow performance systems, procedures and recording processes in accordance with organisation requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	3.4	Contributes to ongoing organisational improvement by training others to uses resources appropriately
Reading	1.1-1.3, 2.1, 2.2, 3.1, 3.2, 3.7	Interprets information from a range of familiar texts
Writing	1.1, 1.4, 1.5, 3.3, 3.6	Uses appropriate vocabulary and grammatical structures to achieve precise meaning in a range of documentation
Oral Communication	1.1, 2.1, 2.2, 3.3-3.6	Articulates information concisely using appropriate terminology, tone and style Uses questioning and listening techniques to exchange and clarify information
Numeracy	1.1, 1.2, 2.2, 3.2, 3.4	Interprets and analyses numerical information to support resource acquisition and broader business plan
Navigate the world of work	2.1, 2.2, 3.7	Adheres to organisational policies and procedures and understands and meets expectations associated with own role
Interact with others	1.5, 2.1, 3.4-3.6	Selects and uses appropriate conventions and protocols when communicating with relevant personnel Collaborates and cooperates with others to achieve joint outcomes
Get the work done	1.1-1.4, 3.1, 3.3	Takes responsibility for planning, sequencing and prioritising tasks and own workload for effective outcomes Makes routine decisions and implements standard procedures for routine tasks Recognises and responds to predictable routine problems related to role in the immediate work context

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFLM305 Support operational plan	BSBFLM305C Support operational plan	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFLM305 Support operational plan

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

assist in planning resource acquisition and usage including human resources, risk management and contingency planning

share information and support members of the work team to achieve plans and targets

monitor, analyse and report individual and team performance against identified targets.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain the processes used to plan and acquire resources

summarise organisational recruitment and induction processes

explain the relationship between key performance indicators and achievement of the operational plan

explain the role of contingency planning in supporting the operational plan

identify systems and processes for monitoring and reporting performance

identify alternative approaches to improving resource usage and eliminating resource inefficiencies and waste

identify relevant legislation, regulations, standards or codes of practice that may affect the operational plan

identify the organisational policies, practices and procedures relevant to implementation of the operational plan.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management field of work and include access to:

relevant legislation and regulations

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFLM306 Provide workplace information and resourcing plans

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to support the information management system. It involves the identification, acquisition, initial analysis and use of appropriate workplace information.

It applies to individuals who use organisational and analytical skills to support business and resource planning processes. At this level, work will normally be carried out within known routines, methods and procedures, and may also involve a number of complex or non-routine activities that require some discretion and judgement.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Frontline Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Locate relevant information	1.1 Identify and locate information required by teams 1.2 Acquire and review information according to organisational procedures 1.3 Apply plans and procedures to obtain information which is not immediately available/accessible
2 Collect and report information	2.1 Collect information relevant to the needs of teams in an adequate and timely manner 2.2 Ensure information acquired is in a format suitable for analysis, interpretation and dissemination 2.3 Use information to identify and report relevant trends and developments to relevant personnel, within the limits of own role
3 Use information systems	3.1 Effectively use management information systems to store and retrieve data 3.2 Use available technology to manage information effectively 3.3 Report recommendations for improving information system to designated persons and/or groups
4 Support preparation of business plan and/or budgets	4.1 Effectively utilise the contribution of the work team when preparing business plans and/or budgets to gain support for outcomes 4.2 Present and record information to support preparation of business plans and/or budgets in accordance with organisation’s guidelines and requirements 4.3 Follow contingency plans when alternative action is required
5 Support preparation of resource proposals	5.1 Consult with colleagues to collect resource planning data as required 5.2 Report estimated resource needs and usage according to organisational requirements as necessary 5.3 Facilitate resourcing within limits of own role

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1-2.3, 3.1, 4.2, 4.3, 5.2	Interprets information from a range of familiar texts including organisational policies and procedures
Writing	2.2, 2.3, 3.1, 3.3, 4.1, 4.2, 5.2	Uses appropriate vocabulary and formats to achieve precise meaning in a range of documentation
Oral Communication	2.3, 3.3, 4.1, 5.1	Provides information using terminology and style appropriate to context and audience Uses questioning and listening techniques to exchange and clarify information
Numeracy	1.1, 1.2, 2.1-2.3, 4.1, 4.2, 5.1, 5.2	Interprets and analyses numerical information to identify budgetary requirements
Navigate the world of work	1.2, 1.3, 4.2, 5.2	Adheres to organisational protocols and procedures and understands the nature and purpose of own role and associated responsibilities
Interact with others	3.3, 5.1	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Seeks to cooperate with others to achieve results in immediate work context
Get the work done	1.1, 1.3, 2.1, 2.2, 3.1-3.3, 4.1, 4.3, 5.1, 5.3	Takes responsibility for planning and organising tasks required to achieve required outcomes Makes routine decisions based on implementation of standard plans and procedures Collects and analyses information efficiently to develop recommendations for improvements and perform resourcing tasks Uses digital systems and tools to access, store and retrieve data and manage information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFLM306 Provide workplace information and resourcing plans	BSBFLM306C Provide workplace information and resourcing plans	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFLM306 Provide workplace information and resourcing plans

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

use management information system to collect, store and retrieve data to support the preparation of business plans and/or budgets

involve the work team in planning and budget preparation

estimate resource needs and usage according to organisational requirements and allocating or acquiring resources within limits of own role.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe information contained in management information systems

discuss basic financial concepts relating to operational plans and budgets

list the main requirements of a business plan

outline data required to prepare resource proposals

outline methods to gain efficiencies in operational resource management.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management field of work and include access to:

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others

business technology.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFLM309 Support continuous improvement systems and processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to support the organisation’s continuous improvement systems and processes. Particular emphasis is on actively encouraging the team to participate in the process, monitoring and reporting on specified outcomes and supporting opportunities for further improvements.

It applies to individuals with roles of responsibility who use initiative, organisational and communication skills to influence the ongoing development of the organisation.

At this level, work will normally be carried out within known routines, methods and procedures, and may also involve complex or non-routine activities that require some discretion and judgement.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Frontline Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Contribute to continuous improvement systems and processes	1.1 Actively encourage and support team members to participate in decision-making processes and to assume responsibility and exercise initiative 1.2 Communicate the organisation’s continuous improvement processes to individuals and teams 1.3 Effectively utilise mentoring and coaching to ensure that individuals/teams are able to support the organisation’s continuous improvement processes
2 Monitor and report specified outcomes	2.1 Utilise the organisation’s systems and technology to monitor team progress and to identify ways in which planning and operations could be improved 2.2 Apply continuous improvement techniques and processes to improve customer service
3 Support opportunities for further improvement	3.1 Communicate agreed recommendations for improvements in achieving the business plan to team members 3.2 Document and use work performance to identify opportunities for further improvement 3.3 Maintain records, reports and recommendations for improvement within the organisation’s systems and processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	1.3	Contributes to ongoing organisational improvement by mentoring others to support continuous improvement processes
Reading	2.1, 3.3	Interprets everyday workplace documentation
Writing	1.2, 3.1-3.3	Uses appropriate vocabulary and grammatical structures to achieve precise meaning in a range of documentation
Oral Communication	1.1-1.3, 3.1	Articulates information in a positive manner using appropriate terminology, tone and style appropriate to context and audience Uses questioning and listening techniques to exchange and clarify information
Navigate the world of work	1.2, 3.3	Understands the nature and purpose of own role and associated responsibilities and how own role meshes with others and contributes to broader work goals Takes responsibility for adherence to organisational processes and systems
Interact with others	1.2, 1.3	Shares information and resources, offers assistance voluntarily and facilitates effective group interactions
Get the work done	2.1, 2.2, 3.2, 3.3	Takes responsibility for routine low-impact decisions within familiar situations Evaluates effectiveness of decisions in terms of how well they meet stated goals Uses a range of digitally based technology and applications to organise, monitor, manage and communicate relevant information effectively

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFLM309 Support continuous improvement systems and processes	BSBFLM309C Support continuous improvement systems and processes	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFLM309 Support continuous improvement systems and processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

perform actions to support continuous improvement including:

using work performance to identify improvement

adjusting plans to reflect changes

communicating effectively with all stakeholders

using technology to monitor operational progress

applying suitable recordkeeping processes.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain principles and techniques relating to:

continuous improvement systems and processes

benchmarking

best practice

describe the benefits of continuous improvement

list quality approaches which the organisation may implement

explain methods that can be used in continuous improvement

outline barriers to continuous improvement

explain recording, reporting and recommendation processes to facilitate continuous improvement applied within the organisation.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management field of work and include access to:

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others

business technology.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFLM312 Contribute to team effectiveness

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to contribute to the effectiveness of the work team. It involves planning with the team to meet expected outcomes, developing team cohesion, participating in and facilitating the work team, and communicating with the management of the organisation.

It applies to individuals who play a prominent part in motivating, mentoring, coaching and developing team cohesion through team leadership and forming the link between the management of the organisation and the team members. At this level, work will normally be carried out within known routines, methods and procedures, and may also involve complex or non-routine activities that require some discretion and judgement.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Frontline Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Contribute to team outcomes	1.1 Consult team members to identify team purpose, roles, responsibilities, goals, plans and objectives 1.2 Support team members to meet expected outcomes
2 Support team cohesion	2.1 Encourage team members to participate in the planning, decision making and operational aspects of the work team to their level of responsibility 2.2 Encourage team members to take responsibility for their own work and to assist each other in undertaking required roles and responsibilities 2.3 Provide feedback to team members to encourage, value and reward team members’ efforts and contributions 2.4 Identify and address issues, concerns and problems identified by team members, or refer to relevant persons as required
3 Participate in work team	3.1 Actively encourage and support team members to participate in team activities and communication processes and to take responsibility for their actions 3.2 Support the team to identify and resolve problems which impede its performance 3.3 Utilise own contribution to work team to serve as a role model for others and enhance the organisation’s image within the work team, the organisation and with clients/customers
4 Communicate with management	4.1 Maintain open communication with line manager/management at all times 4.2 Communicate information from line manager/management to the team 4.3 Communicate unresolved issues to line manager/management and follow up to ensure action is taken in response to these matters

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Writing	2.3, 2.4, 4.2, 4.3	Uses appropriate vocabulary, grammatical structures and conventions to communicate information, matching style to purpose and audience
Oral Communication	1.1, 1.2, 2.1-2.4, 3.1, 3.2, 4.1-4.3	Presents ideas and seeks feedback from others using vocabulary and non-verbal features appropriate to the audience Participates in open discussions to elicit the views of others by asking questions and listening to responses
Navigate the world of work	1.1	Ensures that team members are aware of their rights and responsibilities in the workplace, including workplace safety
Interact with others	1.1, 1.2, 2.1-2.4, 3.1, 3.2, 4.1-4.3	Collaborates, supports and cooperates with others to achieve work outcomes, and encourages others to do the same Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Recognises importance of own interpersonal skills in projecting a positive image to others in work context Understands the need to modify own communication style to accommodate individual differences
Get the work done	1.1, 2.4, 4.1, 4.3	Plans and implements tasks required to achieve required outcomes Recognises and responds to problems related to role and seeks assistance when problems are beyond immediate responsibilities

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFLM312 Contribute to team effectiveness	BSBFLM312C Contribute to team effectiveness	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFLM312 Contribute to team effectiveness

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

discuss and clarify goals and responsibilities with a team of people

apply management and communication skills with a range of people that:

provides direction and leadership

assists individuals to achieve goals

motivates and builds team cohesion

fosters contribution of and respect for ideas

apply techniques for resolving problems within organisational and legislative requirements

communicate effectively with management including escalating problems outside own area of responsibility

manage communication of information to, and between, the team.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

list organisational goals, objectives and plans that relate to the team

identify legislation, regulations, standards or codes of practice that may impact team performance and outcomes

describe the organisational structure with reference to the organisational chart

describe options for addressing performance issues in the organisation

explain the principles and techniques of:

group dynamics and processes

motivation

negotiation

explain why considering individual behaviour and differences is important to a manager.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management field of work and include access to:

relevant workplace documentation and resources

relevant legislation

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM404 Review human resource functions

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to undertake research that supports work across a range of human resource functional areas.

It applies to individuals who require a broad understanding of human resource functions, associated policy frameworks and the administrative requirements to support these functions and policies.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Research human resources functions	1.1 Review business strategy and human resource strategy, clarify human resource issues for review, and document scope of review 1.2 Identify local, state or territory, national and international human resource networks for human resource professionals 1.3 Identify information sources for human resource data and information 1.4 Select a research strategy suitable to the topic and consult with relevant personnel 1.5 Undertake research and review research findings
2 Review policy and procedures frameworks	2.1 Locate policies and procedures relevant to the organisation 2.2 Analyse strengths and weaknesses of policies and procedures 2.3 Consider legislation, regulations and standards that apply to the policies and procedures and the organisation 2.4 Identify sustainability issues that relate to human resource functions
3 Apply ethical framework	3.1 Review ethical requirements associated with the human resource function under review 3.2 Consider ethical obligations of human resource personnel working in the area under review 3.3 Document behaviours associated with working ethically in the area under review
4 Analyse human resource metrics	4.1 Select appropriate technology to gather workforce data and information to review human resource functions 4.2 Identify sources of workforce data 4.3 Collate and analyse data and establish key trends and critical information
5 Report research outcomes	5.1 Identify options for change suited to the organisation’s culture, and any possible change barriers 5.2 Collate, analyse and document key findings of the review 5.3 Write report on outcomes of research 5.4 Develop recommendations for change

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.5, 2.1- 2.3, 3.1, 4.1, 4.3	Critically evaluates and applies content from a range of structurally complex texts
Writing	1.1, 3.3, 4.3, 5.2-5.4	Develops a range of documentation using tone, structure and language suited to context and audience
Oral Communication	1.1, 1.4	Asks questions to gather information and listens carefully to evaluate information Uses appropriate vocabulary and tone in consultation process
Navigate the world of work	2.1-2.3, 3.1, 3.2	Takes personal responsibility for following explicit and implicit policies, procedures and legislative requirements
Interact with others	1.4	Selects and uses appropriate conventions and protocols when communicating with relevant personnel Forms connections with others who can contribute to effective work outcomes
Get the work done	1.2-1.5, 2.1, 2.2, 2.4, 3.1, 4.1, 4.2, 5.1	Takes responsibility for planning, sequencing and prioritising tasks and own workload for efficiency and effective outcomes Makes routine decisions and implements standard procedures for routine tasks, using formal decision-making processes for more complex and non-routine situations Contributes to continuous improvement of current work practices by applying basic principles of analytical and lateral thinking Uses the main features and functions of digital tools to complete work tasks and access information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM404 Review human resource functions	BSBHRM404A Review human resources functions	Updated to meet Standards for Training Packages Minor change to unit title	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM404 Review human resource functions

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

prepare reports reviewing key human resource functions applying all ethical, organisational and legislative considerations

use appropriate technology to collect and analyse workforce data.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify the key provisions of legal and compliance requirements that apply to the organisation

summarise relevant organisational policy and procedure frameworks

summarise relevant ethical parameters

explain how information technology can help analyse human resource metrics

outline the roles and responsibilities of human resource practitioners.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

business and human resource strategies

human resource policies and procedures, including ethical framework

relevant legislation, regulations and codes of practice

workforce data

business technology

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM405 Support the recruitment, selection and induction of staff

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to execute tasks associated with the recruitment cycle and apply in-depth knowledge of the work of the organisation, and how recruitment and selection practices fit with other human resources functions.

This unit applies to individuals who support recruitment, selection and induction functions under the direction of a human resource manager.

No licensing, legislative, or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Plan for recruitment	1.1 Obtain approval to fill position, clarify time lines and requirement for appointment 1.2 Assist in preparing job descriptions that accurately reflect the role requirements, according to organisational policies and procedures, legislation, codes, national standards and work health and safety (WHS) considerations 1.3 Consult with relevant personnel about job descriptions and workforce strategy 1.4 Assist in ensuring that job descriptions comply with legislative requirements and reflect the organisation's requirements for a diverse workforce 1.5 Obtain approvals to advertise position
2 Plan for selection	2.1 Choose appropriate channels and technology to advertise vacancies and/or identify potential talent pool 2.2 Advertise vacancies for staffing requirements according to organisational policies and procedures 2.3 Consult with relevant personnel to convene selection panel and develop interview questions 2.4 Assist in ensuring that interview questions comply with legislative requirements 2.5 Assist in short-listing applicants 2.6 Schedule interviews and advise relevant people of times, dates and venues
3 Support selection process	3.1 Participate in interview process and assess candidates against agreed selection criteria 3.2 Discuss assessment with other selection panel members 3.3 Correct biases and deviations from agreed procedures and negotiate for preferred candidate 3.4 Contact referees for referee reports 3.5 Prepare selection report and make recommendations to senior personnel for appointment 3.6 Advise unsuccessful candidates of outcomes and respond to any queries 3.7 Secure preferred candidate's agreement 3.8 Complete necessary documentation according to organisational procedures, observing confidentiality and privacy requirements
4 Induct successful candidate	4.1 Provide successful candidate with employment contract and other documentation 4.2 Advise manager and work team of new appointment 4.3 Advise managers and staff of candidate's starting date and make necessary administrative arrangements for pay and employee record keeping 4.4 Arrange successful candidate's induction according to organisational policy

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 1.4, 2.4, 2.5	Synthesises ideas, concepts and specific information from workplace and regulatory texts to inform development of workplace documents Evaluates information to make judgements
Writing	1.1, 1.2, 1.5, 2.2, 3.5, 3.6, 3.8, 4.2, 4.3	Produces a range of text types using specific information, workplace conventions and templates
Oral communication	1.1, 1.3, 1.5, 2.3, 2.5, 3.1-3.5. 3.7	Asks questions and listens carefully to gather, interpret or evaluate information Uses appropriate vocabulary to present ideas or persuasive arguments
Navigate the world of work	1.2, 1.4, 2.4, 3.3, 3.8, 4.1, 4.4	Applies workplace protocols, legislation or regulations relevant to own responsibilities
Interact with others	1.3, 2.3, 3.2, 3.3	Selects and uses appropriate conventions and protocols when communicating with personnel, candidates or referees Participates in conversations relevant to role responding, explaining, negotiating and persuading as required
Get the work done	2.1, 2.3, 2.6, 4.1, 4.3, 4.4	Selects and uses digital technology to access, enter, store and retrieve information in accordance with security requirements Takes responsibility for planning and implementing tasks for efficient and effective outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM405 Support the recruitment, selection and induction of staff	BSBHRM405A Support the recruitment, selection and induction of staff	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM405 Support the recruitment, selection and induction of staff

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

prepare job descriptions

use job descriptions to support sourcing, selecting and appointing suitable staff

use different advertising channels to promote vacancies and/or establish a potential talent pool

consult with managers to gain approvals

develop selection criteria and interview questions in consultation with relevant personnel

schedule interviews and advise relevant people of times, dates and venues

participate in interviews and other selection techniques including assessing candidates against selection criteria to short list them

obtain referees' reports

prepare and distribute a selection report including feedback to give unsuccessful candidates

advise unsuccessful candidates of the results

secure preferred candidate’s agreement and provide an employment contract

advise other staff of the successful candidate and arrange induction.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify documentation required for recruitment, selection and induction

explain human resources life cycle and the place of recruitment and selection

identify legislation relevant to recruitment, selection and induction of staff

describe channels and technology to advertise vacancies

explain a range of interviewing techniques and other selection processes and their application.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

workplace policies and procedures

business technology

position descriptions

legislation, regulations, Codes and Standards relevant to staff recruitment, selection and induction

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM502 Manage human resource management information systems

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage human resource information systems from the research and planning stages, through selection of appropriate systems, to implementation, ongoing review and system upgrades.

It applies to individuals with a well-established, sound theoretical knowledge base in human resource management and human resource information systems (HRIS) who are proficient in using a range of specialised technical and managerial techniques to plan, carry out and evaluate their own work and/or the work of a team. They may or may not have staff who report to them, but they are authorised to oversee the HRIS.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Identify human resource information requirements	1.1 Collect, collate and document information requirements of users 1.2 Identify communication processes to support user needs 1.3 Agree on information requirements and communication processes with users and relevant managers 1.4 Develop a draft information systems management plan with agreed review mechanisms, timeframe and criteria 1.5 Specify information requirements in a clear and concise manner 1.6 Ensure information requirements are consistent with organisational objectives and policies 1.7 Identify resources required to meet the information requirements within budget parameters
2 Select human resource information management system	2.1 Agree on selection criteria for the information management system with relevant groups and individuals 2.2 Ensure that selection criteria for the system has the capability to meet organisation’s objectives, policies and budget parameters 2.3 Evaluate potential systems against the criteria 2.4 Undertake cost benefit and risk analysis in relation to the systems which meet the selection criteria 2.5 Establish preferences for the system and provide selection report to senior managers 2.6 Ensure preferred system is capable of being customised to meet organisation and user requirements
3 Implement human resource information system	3.1 Develop implementation plan with users, other relevant groups and individuals 3.2 Confirm implementation plan’s roles and responsibilities with individuals and groups involved 3.3 Assign resources to meet implementation plan timeframe, quality and other objectives 3.4 Modify implementation schedule to resolve any problems arising 3.5 Ensure groups and individuals contribute to implementation in accordance with plan objectives
4 Monitor and evaluate performance of human resource information system	4.1 Monitor information system performance and prepare performance reports 4.2 Obtain feedback from users about the system 4.3 Benchmark system performance and technical specifications against other systems, and latest trends and developments 4.4 Analyse performance gaps and current strategies and introduce improvements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.4, 1.6, 1.7, 2.2-2.4, 2.6, 3.3, 3.5, 4.1, 4.3, 4.4	Interprets textual information obtained from a range of sources and determines how content may be applied to individuals and organisational requirements
Writing	1.1, 1.3-1.5, 2.1, 2.5, 3.1, 3.3, 3.4, 4.1, 4.3, 4.4	Demonstrates clear writing skills by selecting appropriate conventions and stylistic devices to express precise meaning relevant to context and audience
Oral Communication	1.3, 1.5, 2.1, 3.1, 3.2, 4.2	Draws on a repertoire of open questioning and active listening to obtain feedback and confirm requirements Uses appropriate terminology and non-verbal features to explain requirements
Numeracy	1.4, 1.7, 2.4	Completes basic calculations to determine time taken to complete work within predetermined timelines Prepares basic estimates, cost benefit and risk analyses according to pre-existing budgets
Navigate the world of work	1.6, 2.2, 2.6	Adheres to all relevant organisational policies and procedures, and considers own role in terms of its contribution to broader goals of work environment
Interact with others	1.3, 2.1, 3.2, 3.5	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction
Get the work done	1.1, 1.4, 1.7, 2.3, 2.5, 2.6, 3.3, 3.4, 4.1, 4.3, 4.4	Accepts responsibility for planning and sequencing complex tasks and workload, negotiating key aspects with others Monitors progress of plans and schedules, and reviews and changes them to meet new demands and priorities Applies systematic and analytical decision-making processes for complex and non-routine situations Uses evaluation and analysis as a means to continuously improve work practices and processes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM502 Manage human resource management information systems	BSBHRM502A Manage human resources management information systems	Updated to meet Standards for Training Packages Minor change to unit title	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM502 Manage human resource management information systems

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

assess written reports on human resource management information systems (HRIS)

develop and implement a plan for a new HRIS in close consultation with others

review the new system and make improvements where required.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe monitoring, measuring and evaluation techniques for a range of human resource management functions

outline procurement procedures, including preparation of a technical brief

list the various types of HRIS available and their respective capabilities and limitations

summarise key organisational protocols and processes applicable to managing a HRIS.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

documentation and resources normally used in the workplace

case studies and, where possible, real situations

workplace policies and procedures

relevant legislation, regulations and codes of practice.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM505 Manage remuneration and employee benefits

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to implement an organisation’s remuneration and benefit plans. It incorporates all functions associated with remuneration, including packaging, salary benchmarking, market rate reviews, bonuses and the legislative aspects of remuneration and employee benefits.

It applies to individuals who are human resource managers responsible for overseeing an organisation’s remuneration process.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Develop organisation’s remuneration strategy	1.1 Analyse strategic and operational plans to determine the scope of remuneration and benefits plans 1.2 Undertake research on current practice, recent developments and legislative parameters for remuneration strategy 1.3 Develop options for consideration by relevant managers 1.4 Present options showing the link to organisational strategic objectives 1.5 Ensure remuneration policies and incentive plans are agreed and recorded 1.6 Ensure organisation is positioned as an employer of choice and regarded as a desirable workplace
2 Implement remuneration strategy	2.1 Research occupational groups to determine those which are industrial agreement based 2.2 Access or undertake market rates surveys regularly to ensure the organisation’s required level of competitiveness for particular occupational groups is maintained 2.3 Align remuneration and benefits plans with performance management system 2.4 Ensure employees receive at least their minimum entitlements according to organisational policies and legal requirements 2.5 Ensure salary packages comply with organisational policies and legal requirements, including fringe benefits tax (FBT) and superannuation 2.6 Ensure incentive arrangements, if included, comply with the organisation’s remuneration strategy
3 Review and update remuneration strategy	3.1 Consult managers and employees about the effectiveness of the remuneration strategy 3.2 Amend strategy and plans as necessary to meet organisational policies and legal requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.4, 2.1-2.3, 2.5, 2.6, 3.2	Evaluates and integrates facts and ideas to construct meaning from a range of text types
Writing	1.2, 1.3, 1.5, 2.2, 2.3. 3.2	Develops complex material for specific audiences using clear language and appropriate structure to convey explicit information, requirements and recommendations
Oral Communication	1.4, 1.5, 3.1	Draws on a repertoire of open questioning and active listening skills when consulting others Uses appropriate terminology and non-verbal features to present information or clarify understanding
Numeracy	1.1, 2.3, 2.4, 2.6,	Analyses numerical information to determine employee remuneration and benefits according to a clear set of parameters
Navigate the world of work	1.2, 1.4, 1.6, 2.3-2.6, 3.2	Adheres to relevant organisational policies, procedures and legislative requirements Considers own role in terms of its contributions to broader goals of the work environment
Interact with others	1.4, 1.5, 3.1	Uses effective presentation and collaboration skills to show options, negotiate agreement and gain feedback on policies
Get the work done	1.1, 1.3, 2.2, 2.3, 3.2	Accepts responsibility for planning and sequencing complex tasks and workload, negotiating key aspects with others, taking into account capabilities, efficiencies and effectiveness Applies systematic and analytical processes to determine appropriate models of remuneration and benefits for particular occupational groups and individuals Uses evaluation and analysis of feedback to decide on improvements to strategy

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM505 Manage remuneration and employee benefits	BSBHRM505B Manage remuneration and employee benefits	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM505 Manage remuneration and employee benefits

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop remuneration strategies for different occupational groups

manage remuneration and benefits in accordance with all legislative and ethical requirements and operational policies

apply awards and agreements to remuneration processes

apply requirements of the Australian Taxation Office in relation to income tax, superannuation reporting, FBT and bonus payments.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline remuneration principles or models and approaches

explain the ethical practices relating to remuneration and benefits strategies

outline various remuneration or employee benefits

describe ways to position an organisation an 'employer of choice'

outline award structures for industrial agreements

summarise organisational policies and procedures affecting remuneration strategies

identify relevant legislation, regulations and standards that may affect remuneration strategies

list the requirements of the Australian Taxation Office in relation to:

income tax

superannuation reporting

FBT and bonus payments.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

an appropriate range of documentation and resources normally used in the workplace

organisational policies and procedures

relevant legislation, regulations and codes of practice

business technology.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM506 Manage recruitment selection and induction processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage all aspects of recruitment selection and induction processes in accordance with organisational policies and procedures.

It applies to individuals or human resource personnel who take responsibility for managing aspects of selecting new staff and orientating those staff in their new positions. It is not assumed that the individual will be directly involved in the selection processes themselves, although this may well be the case.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Develop recruitment, selection and induction policies and procedures	1.1 Analyse strategic and operational plans and policies to identify relevant policies and objectives 1.2 Develop recruitment, selection and induction policies and procedures and supporting documents 1.3 Review options for technology to improve efficiency and effectiveness of recruitment and selection process 1.4 Obtain support for policies and procedures from senior managers 1.5 Trial forms and documents supporting policies and procedures and make necessary adjustments 1.6 Communicate policies and procedures to relevant staff and provide training if required
2 Recruit and select staff	2.1 Determine future human resource needs in collaboration with relevant managers and sections 2.2 Ensure current position descriptors and person specifications for vacancies are used by managers and others involved in recruitment, selection and induction processes 2.3 Provide access to training and other forms of support to all persons involved in recruitment and selection process 2.4 Ensure advertising of vacant positions complies with organisational policy and legal requirements 2.5 Utilise specialists where necessary 2.6 Ensure selection procedures are in accordance with organisational policy and legal requirements 2.7 Ensure processes for advising applicants of selection outcome are followed 2.8 Ensure job offers and contracts of employment are executed promptly, and new appointments are provided with advice about salary, terms and conditions
3 Manage staff induction	3.1 Provide access to training and ongoing support for all persons engaged in staff induction 3.2 Check induction processes are followed across the organisation 3.3 Oversee management of probationary employees and provide them with feedback until their employment is confirmed or terminated 3.4 Obtain feedback from participants and relevant managers on extent induction process is meeting its objectives 3.5 Make refinements to induction policies and procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.2, 2.4, 2.6, 2.7	Critically evaluates and applies content from a range of complex texts to determine legislative and business requirements
Writing	1.2-1.6, 2.1, 3.3-3.5	Demonstrates clear writing skills by selecting appropriate conventions and to express precise meaning relevant to context and audience
Oral Communication	1.4, 1.6, 2.1, 2.3, 3.3, 3.4	Draws on a repertoire of open questioning and active listening when seeking feedback from others Uses appropriate terminology and non-verbal features to present information and clarify understanding
Numeracy	2.8	Analyses numerical information to determine employees’ remuneration packages Makes basic calculations to ensure work output is delivered in a timely manner
Navigate the world of work	1.1, 1.2, 1.5, 1.6, 2.4, 2.6	Understands and adheres to relevant organisational policies and procedures Develops or updates organisational policies to meet organisational objectives Considers own role in terms of its contribution to broader goals of work environment
Interact with others	1.4, 1.6, 2.1-2.3, 2.5, 2.7, 2.8, 3.1, 3.3, 3.4	Seeks expert advice and skills training where required Selects appropriate mode of communication for a specific purpose relevant to own role Uses effective communication skills to liaise with a range of people across the organisation
Get the work done	1.1-1.3, 1.5, 1.6, 2.1, 2.3, 2.7, 2.8, 3.1, 3.2, 3.3	Plans and implements tasks required to deliver timely outcomes, negotiating some key aspects with others Monitors implementation of plans and adjusts as necessary Considers whether and how often others should be involved, using consultative or collaborative processes as an integral part of the decision-making process Analyses outcomes of decisions to identify improvement opportunities Actively identifies systems, devices and applications with potential to meet current and future needs

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM506 Manage recruitment selection and induction processes	BSBHRM506A Manage recruitment selection and induction processes	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM506 Manage recruitment selection and induction processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop or critically analyse a policy and procedures framework for recruitment, selection and induction

identify the need for recruitment

prepare and oversee appropriate documentation required for recruitment

select and advise job applicants appropriately

manage the induction process

comply with relevant legislation and organisational requirements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe recruitment and selection methods, including assessment centres

explain the concept of outsourcing

describe the purpose of employee contracts and industrial relations

summarise relevant legislation, regulations, standards and codes of practice that may affect recruitment, selection and induction

explain why terms and conditions of employment are an important aspect of recruitment

explain the relevance of psychometric and skills testing programs to recruitment.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

an appropriate range of documentation and resources normally used in the workplace

relevant organisational policies and procedures

relevant legislation, regulations and codes of practice

business technology.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM507 Manage separation or termination

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to deal with redeployment, resignation, retirement, dismissal and redundancy, including the conduct of exit interviews.

It applies to individuals who take responsibility for overseeing aspects of managing the voluntary and involuntary termination of employment.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Develop policies and procedures for separation/termination of employment	1.1 Undertake research to determine features of best practice systems of separation/termination and the legal requirements 1.2 Undertake consultation with relevant managers prior to introduction of new forms, procedures or systems 1.3 Develop policies, procedures and supporting documentation for all forms of separation/termination 1.4 Ensure procedures for dismissal or termination respect employees, provide strict confidentiality and comply with legislation 1.5 Obtain support for separation/termination policies and procedures from senior managers 1.6 Communicate policies and procedures, and provide supporting documents to relevant personnel 1.7 Use feedback to make refinements to policies, procedures and supporting documents for separation and termination
2 Manage separation/termination processes	2.1 Develop a redundancy or redeployment plan 2.2 Manage redundancies and redeployment and provide relevant information about processes so work outcomes are not compromised 2.3 Provide outplacement or other assistance in accordance with organisational policies and legal requirements 2.4 Ensure dismissals for incapacity to perform or misconduct comply with legislative and organisational requirements 2.5 Ensure human resource staff, managers and supervisors have necessary skills and knowledge to take disciplinary action 2.6 Review workforce data for predicted numbers of people retiring and make necessary plans 2.7 Review and evaluate separation/termination procedures regularly and introduce improvements
3 Manage exit interview process	3.1 Ensure separating employees are offered opportunity to participate in exit interviews 3.2 Ensure process for exit interviews is clear and that staff are skilled to conduct them 3.3 Ensure data from exit interviews is recorded and depersonalised 3.4 Analyse data from exit interviews to establish trends and patterns and introduce improvements across the organisation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance

Skill	Performance Criteria	Description
Learning	2.5, 3.2	Ensures staff have necessary skills and training to oversee employees terminations
Reading	1.1, 1.3, 1.4, 1.7, 2.1, 2.2, 2.3, 2.6, 2.7, 3.2	Critically evaluates and applies content from a range of texts to determine legislative and business requirements
Writing	1.1, 1.3, 1.6, 1.7, 2.1, 2.2, 2.6, 2.7, 3.3	Records results of research for personal use Uses a range of writing skills and techniques to create or edit organisational documentation in required format for a range of audiences Creates records in required format and structure
Oral Communication	1.2, 1.5-1.7, 2.2, 2.5, 3.1, 3.2	Uses appropriate terminology and non-verbal features when consulting others and presenting information Uses open questioning and active listening skills when seeking feedback from others
Numeracy	2.6, 3.4	Undertakes basic mathematical calculations to review and manipulate workforce data
Navigate the world of work	1.1, 1.4, 1.7, 2.3, 2.4, 2.7	Identifies and adheres to legislative and organisational requirements relevant to role Develops or updates policies and procedures to achieve organisational goals Monitors adherence to organisational policies and procedures
Interact with others	1.2, 1.5, 2.5, 3.1, 3.2	Collaborates with others to achieve outcomes, playing an active role in facilitating understanding of procedures
Get the work done	1.1, 2.1, 2.2, 2.7, 3.1	Plans and implements tasks to achieve outcomes in accordance with legislative and organisational requirements Uses systematic processes to gather and analyse the data needed to make decisions that affect the organisation Uses consultation and analytical thinking to decide on improvements to work practices and processes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM507 Manage separation or termination	BSBHRM507A Manage separation or termination	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM507 Manage separation or termination

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

create policies and procedures to manage all aspects of employment termination according to legislative and organisational requirements

communicate effectively with employees to ensure they are aware of their rights and responsibilities

ensure staff have an appropriate skill-sets to conduct terminations

use data from exit interviews to suggest organisational improvements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify and describe disciplinary procedures

describe employment contracts including terms and conditions

outline procedures and grounds for dismissal, suspension, voluntary termination, retirement and redundancy

summarise relevant industrial relations and employee dismissal legislation.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

an appropriate range of documentation and resources normally used in the workplace

relevant organisational policies and procedures

relevant legislation, regulations and codes of practice

business technology

interaction with others

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM509 Manage rehabilitation or return to work programs

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to process and analyse workers compensation and sick leave claims. It also covers the establishment of rehabilitation needs and return to work programs and their monitoring, review and evaluation.

It applies to individuals who manage claims and ensure that the organisation provides appropriate support for the worker.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Analyse claims	1.1 Ensure that the organisation has and maintains a current Workers' Compensation insurance policy (or equivalent) as required by the applicable legislation 1.2 Process claims in accordance with organisational policies and legal and insurance requirements 1.3 Dispute claims where insurer or organisational requirements are not met 1.4 Notify rehabilitation provider in accordance with organisational procedures 1.5 Advise claimants as to whether their claim has been accepted 1.6 Analyse claims to identify the nature of the illness/injury and prepare report/s 1.7 Identify projected period of absence and where rehabilitation assistance is required and ensure arrangements are made in the work team to deal with absence
2 Establish rehabilitation/return to work program	2.1 Ensure consultation occurs between rehabilitation provider and treating doctor 2.2 Ensure consultation occurs between rehabilitation provider, relevant managers and employee 2.3 Consider job redesign, reduced hours and alternative duties in the light of medical advice 2.4 Design a rehabilitation/return to work program to achieve a successful return to work 2.5 Obtain approval for return to work program by relevant managers 2.6 Establish rehabilitation program with employee 2.7 Undertake risk analysis in relation to proposed program and mitigate risk where appropriate 2.8 Commence program as close to the time of the accident/illness as possible
3 Monitor/evaluate rehabilitation/ return to work program	3.1 Encourage regular feedback/communication between provider, supervising manager and employee 3.2 Organise regular contact and support between provider and employee 3.3 Identify breaches of the return to work program and take remedial action promptly 3.4 Refer return to work program to workers compensation authorities where breaches occur 3.5 Modify return to work program where appropriate if it is not delivering the required outcomes 3.6 Evaluate each rehabilitation/return to work program at its conclusion and implement recommendations for system improvement where appropriate

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 1.3, 1.6, 1.7, 2.3, 2.4, 2.7, 3.6	Evaluates and integrates facts and ideas to construct meaning from a range of text types
Writing	1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.3, 2.4, 2.5, 2.6, 2.7, 3.3, 3.4, 3.5, 3.6	Records results of analysis in required formats Prepares correspondence to a range of individual in required format Uses vocabulary, grammatical structure and appropriate organisational conventions to ensure rehabilitation and return to work programs are effectively documented
Oral Communication	1.3, 1.4, 1.5, 1.7, 2.1, 2.2, 2.5, 2.6, 3.3, 3.4	Uses appropriate vocabulary and non-verbal features in discussions with employees, insurance companies and rehabilitation providers when dealing with claims
Numeracy	2.3, 2.4, 2.7, 3.6	Uses basic numeracy skills to determine the appropriate amount of hours for a return to work program Selects and uses appropriate mathematical problem-solving strategies to undertake risk analysis and to evaluate the rehabilitation program
Navigate the world of work	1.1-1.4	Ensures knowledge of legislative requirements and products is kept up to date in order to provide accurate information Takes full responsibility for following policies, procedures and legislative requirements and identifies organisational implications of new legislation or regulation Seeks to improve policies and procedures to better meet organisational goals
Interact with others	1.5, 1.7, 2.1, 2.2, 2.5, 2.6, 3.1, 3.2, 3.4, 3.6	Uses appropriate protocols and practices to communicate with a range of stakeholders Implements strategies to discuss health matters sensitively with a range of people Encourages collaboration between relevant stakeholders
Get the work done	1.1-1.4, 1.6, 1.7, 2.1-2.4, 2.6-2.8, 3.3-3.6	Plans and organises complex tasks to ensure that that claims are properly processed and to keep the claimant informed Monitors progress of plans and schedules and reviews and changes them to meet new demands and priorities Makes critical decisions in complex situations, taking a range of variables into consideration Evaluates and analyses results of decisions to identify opportunities for improvement

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM509 Manage rehabilitation or return to work programs	BSBHRM509A Manage rehabilitation or return to work programs	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM509 Manage rehabilitation or return to work programs

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

process and analyse workers compensation claims

process and analyse sick leave claims

establish, implement, monitor and review a rehabilitation needs and return to work program including

identifying breaches

liaising between the claimant, workers compensation authority, rehabilitation provider, doctor and workplace

determining the extent to which the program meets its objective in respect to timeframes, success rates, cost and impact on the organisation

conduct a risk analysis of a return to work program and mitigate identified risks including

assessing the likelihood of a negative event preventing the program meeting its objectives and the likely consequences of such an event

action taken to reduce or eliminate identified risk

assess the strengths and weaknesses of the organisation’s approach to rehabilitation return to work programs

apply relevant legislation to return to work programs.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain rehabilitation concepts and return to work procedures

identify and describe relevant legislation from all levels of government that affects rehabilitation and return to work programs

outline the role of workers compensation authorities and tribunal procedures.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

documentation and resources normally used in the workplace

case studies and, where possible, real situations

workplace policies and procedures

relevant legislation, regulations and codes of practice.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM512 Develop and manage performance management processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop and facilitate implementation of performance management processes and to coordinate individual or group learning and development to encourage effective employee performance.

This unit applies to individuals who are authorised to establish effective performance management processes for an organisation and who may have staff reporting to them.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Develop integrated performance-management processes	1.1 Analyse organisational strategic and operational plans to identify relevant policies and objectives to be addressed in integrated performance-management processes 1.2 Develop objectives for performance-management processes to support organisational strategy and goals and to build organisational capability 1.3 Design methods and processes for line managers to develop key performance indicators for those reporting to them 1.4 Develop organisational timeframes and processes for formal performance-management sessions 1.5 Ensure performance-management processes are flexible enough to cover the range of the organisation's employment situations 1.6 Consult with key stakeholders about the processes and agree on process features 1.7 Gain support for implementation of the performance-management processes
2 Facilitate the implementation of performance-management processes	2.1 Train relevant groups and individuals to monitor performance, identify performance gaps, provide feedback and manage talent 2.2 Work with line managers to ensure that performance is monitored regularly and that intervention occurs as required and complies with organisational policies and legal requirements 2.3 Support line managers to counsel and discipline employees who continually perform below standard 2.4 Articulate dispute resolution processes where necessary, mediating between line managers and employees 2.5 Provide support to terminate employees who fail to respond to interventions according to organisational protocols and legislative requirements 2.6 Ensure recorded outcomes of performance-management sessions are accessible and stored securely, according to organisational policy 2.7 Regularly evaluate and improve all aspects of performance-management processes in keeping with organisational objectives and policies
3 Coordinate individual or group learning and development	3.1 Design and develop learning and development plans and strategies to encourage effective employee performance 3.2 Deliver learning and development plans according to agreed timeframes, ensuring achievement of specified outcomes 3.3 Contract appropriate providers for performance development, as identified by plans and according to organisational policy 3.4 Monitor learning and development activities to ensure compliance with quality assurance standards 3.5 Negotiate remedial action with providers, where necessary 3.6 Generate reports to advise appropriate managers on progress and success rates of activities

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1	Interprets and critically analyses organisational strategic and operational plans to identify relevant policies and objectives to be addressed
Writing	1.2, 1.3, 1.4, 3.1, 3.6	Uses broad vocabulary, grammatical structure and conventions appropriate to text when developing objectives, designing methods and processes and reporting
Oral communication	1.6, 2.1, 2.2, 2.4, 3.5	Conveys information using language, format and style appropriate to a specific audience Uses listening and questioning to extract main ideas from oral texts or to confirm and clarify understanding
Numeracy	3.6	Selects from, and applies, mathematical and problem solving strategies when reporting on success rates of activities
Navigate the world of work	1.1, 1.2, 2.5, 2.6, 2.7, 3.3, 3.4	Understands and interprets organisational policies and procedures in order to formulate processes relevant to own role requirements Monitors adherence to legal and regulatory rights and responsibilities for self and possibly others
Interact with others	1.6, 1.7, 2.1, 2.2, 2.3, 2.4, 3.5	Selects and implements appropriate communication protocols to liaise with personnel in a range of work contexts Supports line managers to achieve goals, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role on occasion Negotiates with others to achieve agreeable outcomes playing an active role in facilitating consensus in contentious situations
Get the work done	1.1-1.7, 2.1-2.7, 3.2, 3.3, 3.4	Takes responsibility for developing, implementing and monitoring processes and strategies to manage performance Accepts responsibility for planning, scheduling and sequencing complex tasks to meet organisational and legislative requirements Uses systematic, analytical processes in complex, non-routine situations, setting goals, gathering relevant information, and identifying and evaluating options against agreed criteria Uses digital systems and tools to store, access and organise digital information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM512 Develop and manage performance-management processes	BSBHRM512A Develop and manage performance management processes	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM512 Develop and manage performance management processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop, implement, monitor and review an organisational performance management process which supports business goals including analysing the organisational strategic and operational plan

design methods for the development of key performance indicators and formal performance management sessions by line managers

consult with stakeholders to gain support

design, develop, coordinate and implement individual and group learning and development

train line managers and other relevant people to manage performance

provide support to line managers to effectively manage performance issues, including dispute resolution and termination of employment

develop approaches to improve performance and address identified performance gaps.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

list characteristics of a learning organisation

outline policies and legislation relevant to performance management

summarise grievance procedures

explain models for giving feedback and options for skill development

describe options in the design of performance management processes

outline role of performance management in relation to broader human resources and business objectives.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

organisational strategic and operational plans

workplace policies and procedures

relevant legislation, regulations and codes of practice

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM602 Manage human resources strategic planning

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop, implement and maintain a strategic approach to managing human resources in an organisation ensuring that the organisation has the structure and staff to meet current and foreseeable business and performance objectives

It applies to individuals employed as human resource managers after a firm grounding has been established in a range of human resource activities.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Research planning requirements	1.1 Analyse strategic plans to determine human resource strategic direction, objectives and targets 1.2 Undertake additional environmental analysis to identify emerging practices and trends that may impact on human resource management in the organisation 1.3 Identify future labour needs, skill requirements and options for sourcing labour supply 1.4 Consider new technology and its impact on job roles and job design 1.5 Review recent and potential changes to industrial and legal requirements
2 Develop human resource strategic plan	2.1 Consult relevant managers about their human resource preferences 2.2 Agree on human resource philosophies, values and policies with relevant managers 2.3 Develop strategic objectives and targets for human resource services 2.4 Examine options for the provision of human resource services and analyse costs and benefits 2.5 Identify appropriate technology and systems to support agreed human resource programs and practices 2.6 Write a strategic human resource plan and obtain senior management support for the plan 2.7 Develop risk management plans to support the strategic human resource plan
3 Implement human resource strategic plan	3.1 Work with others to see that the plan is implemented 3.2 Monitor and review the plan 3.3 Adapt plan should circumstances change 3.4 Evaluate and review performance against plan objectives

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.3, 1.5, 2.1-2.7, 3.2, 3.3, 3.4	Organises, evaluates and applies content from a range of structurally complex texts relating to human resource strategic planning
Writing	1.1, 1.2, 1.3, 2.1 - 2.7, 3.3, 3.4	Communicates complex ideas relating to strategic objectives, matching style of writing to purpose and audience
Oral Communication	2.1, 2.2, 2.6, 3.1	Establishes and maintains complex and effective spoken communications in a broad range of contexts with relevant managers to determine resources preferences, philosophies and values.
Numeracy	1.1, 2.4, 2.6, 2.7	Selects and interprets mathematical information that may be embedded in a range of tasks and texts to analyse costs and benefits as well as dealing with budgets and risk management plans
Navigate the world of work	1.2, 1.5	Ensures knowledge of legislative requirements and products is kept up to date in order to provide accurate information Develops and implements strategies that ensure organisational policies, procedures and regulatory requirements are being met
Interact with others	2.1, 2.2, 2.6, 3.1	Selects and uses appropriate conventions and protocols when communicating with managers at various levels Participates in conversations relevant to role responding, explaining, negotiating and persuading as required
Get the work done	1.1-1.4, 2.3-2.7, 3.2-3.4	Sequences and schedules complex activities, monitors implementation and manages relevant communication when developing the strategic plan Makes a range of critical and non-critical decisions in relatively complex situations, analysing data and taking a range of factors into account when researching planning requirements and developing the plan Gathers and analyses data and seeks feedback to improve plans and processes Uses digital technologies to manage business operations and actively investigates new technologies for strategic and operational purposes

Range of Conditions

This section specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.

Options for sourcing labour supply must include consideration of:	employing a range of recruitment options hiring casual labour hiring new graduates or trainees employing off shore workers outsourcing using contractors or consultants.
Human resource plan must include:	budget priorities objectives timeframes.

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM602 Manage human resource strategic planning	BSBHRM602B Manage human resources strategic planning	Updated to meet Standards for Training Packages Minor change to unit title	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM602 Manage human resources strategic planning

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

analyse information from a range of internal and external sources to determine:

human resource strategic direction, objectives and targets

trends and emerging practices that may have an impact on human resource management

relevant technology

recent and potential changes to industrial and legal requirements

future labour needs and skills requirements

options for sourcing labour

organisation’s preferences regarding human resources

consult and communicate effectively with relevant stakeholders to develop, implement, monitor and review a strategic human resource plan including:

budget

priorities

agreed objectives, targets, programs and practices based on cost-benefit analysis

timeframes

risk management

evaluation against objectives.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe human resource practices and functions

explain the relevant legislative, regulatory and industrial requirements for the business

outline common options for sourcing labour including:

recruitment options

casual labour

new graduates or trainees

off shore workers

outsourcing

contractors

consultants

explain the impact of technology on job roles

outline labour market options for sourcing labour supply

describe the requirements of a strategic plan.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

relevant legislation, regulations and codes of practice

the business strategic and operational plan

workplace policies and procedures

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBINM201 Process and maintain workplace information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to collect, process and store, and maintain workplace information and systems. It also includes the maintenance of filing and records systems.

It applies to individuals who perform a range of routine tasks in the workplace, using a limited range of practical skills and fundamental knowledge of information and information systems in a defined context, under direct supervision or with limited individual responsibility.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Knowledge Management – Information Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Collect information	1.1 Collect information in a timely manner and ensure it is relevant to organisational needs 1.2 Use business equipment/technology available in the work area to effectively obtain information 1.3 Apply organisational requirements relating to security and confidentiality in handling information
2 Process workplace information	2.1 Use business equipment/technology to process information in accordance with organisational requirements 2.2 Process information in accordance with defined timeframes, guidelines and procedures 2.3 Update, modify and file information in accordance with organisational requirements 2.4 Collate and despatch information in accordance with specified timeframes and organisational requirements
3 Maintain information systems	3.1 Maintain information and filing systems in accordance with organisational requirements 3.2 Identify, remove and/or relocate inactive or dead files in accordance with organisational requirements 3.3 Establish and assemble new files in accordance with organisational requirements 3.4 Update reference and index systems in accordance with organisational requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1-2.4, 3.1-3.4	Recognises and interprets textual information to complete tasks according to organisational requirements
Writing	1.3, 2.1-2.4, 3.4	Records simple and routine content using an established format to organise information
Oral Communication	1.1, 1.2	Uses listening and questioning skills to clarify and adhere to requirements
Numeracy	2.2, 2.4, 3.4	Comprehends basic mathematical measurements relating to times and number sequences
Navigate the world of work	1.3, 2.1, 2.3, 2.4, 3.1-3.4	Recognises organisational procedures and understands relevance of legislative requirements
Get the work done	1.1-1.3, 2.1, 2.2, 2.4, 3.1-3.3	Follows clearly defined instructions and monitors own progress to achieve timelines Solves problems directly related to tasks, and makes low-impact decisions Uses digital technologies following instructions regarding data entry and retrieval

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBINM201 Process and maintain workplace information	BSBINM201A Process and maintain workplace information	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBINM201 Process and maintain workplace information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

collect and process workplace information according to organisational policies and procedures and related regulatory requirements

record and document information accurately within expected timeframes

store, classify and maintain documents and records correctly.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify key provisions of relevant legislation, regulations, standards and codes of practice that may affect information management

outline organisational policies and procedures relating to collecting and processing workplace information

identify and describe organisational recordkeeping/filing systems and security procedures

describe a range of filing systems including paperbased and softwarebased.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – information management field of work and include access to:

office equipment and resources

examples of workplace information systems.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBINM202 Handle mail

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to receive and distribute incoming mail, and to collect and despatch outgoing mail.

It applies to individuals who perform a range of routine tasks in the workplace, using a limited range of practical skills and knowledge of mail handling under direct supervision or with limited individual responsibility.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Knowledge Management – Information Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Receive and distribute incoming mail	1.1 Ensure incoming mail is checked and registered in accordance with organisational policies and procedures 1.2 Identify titles and locations of company personnel and departments 1.3 Identify and distribute urgent and confidential mail in accordance with organisational requirements 1.4 Sort and deliver mail to nominated person/location in accordance with organisational requirements 1.5 Record and/or report damaged, suspicious or missing items and take appropriate action in accordance with organisational policies and procedures
2 Collect and despatch outgoing mail	2.1 Collect, check and sort outgoing mail to ensure all items are correctly prepared for despatch in accordance with organisational policies and procedures 2.2 Record and process outgoing mail for despatch in accordance with organisational requirements 2.3 Despatch mail to meet designated timelines
3 Organise urgent and same day deliveries	3.1 Evaluate delivery options and select best option 3.2 Prepare items for urgent delivery in accordance with organisational requirements and carrier specifications 3.3 Organise lodgement or pick-up of emergency deliveries and follow up if necessary

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.5, 2.1, 2.2, 3.2, 3.3	Recognises and interprets textual information to complete tasks according to organisational requirements
Writing	1.5, 2.2, 3.2, 3.3	Records simple and routine information using an established format and workplace-specific vocabulary
Oral Communication	1.4, 1.5, 3.3	Uses questions to clarify and confirm instructions, listens to directions and clearly articulates requirements
Numeracy	1.5, 2.1-2.3, 3.2, 3.3	Recognises basic mathematical data to verify weight, addresses and registered numbers Performs basic calculations needed to estimate time for a variety of mail despatches
Navigate the world of work	1.1, 1.3-1.5, 2.1, 2.2, 3.2	Recognises organisational expectations and follows explicit protocols, policies and procedures
Interact with others	1.4, 1.5	Identifies and responds effectively to information associated with job role using appropriate language Follows accepted communication practices and protocols in performance of tasks
Get the work done	1.2-1.5, 2.1-2.3, 3.1-3.3	Follows clear instructions within defined level of responsibility Makes low-impact decisions around clearly defined tasks Responds to predictable routine problems and implements standard procedures or logical solutions Uses organisational systems to enter and retrieve data

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBINM202 Handle mail	BSBINM202A Handle mail	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBINM202 Handle mail

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

work with a variety of incoming and outgoing mail

engage mail carriers’ to organisational requirements

apply relevant legislation to handling mail.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the Australian postal codes system

explain key provisions of relevant legislation, regulations, standards and codes of practice that may affect mail handling

describe organisational policies and procedures specific to handling electronic mail procedural requirements for receiving/despatching and prioritising correspondence

list the range of mail services available.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – information management field of work and include access to:

office equipment and resources

examples of correspondence and parcels for sorting and despatch.

Assessors must satisfy NVR/AQTF assessor requirement

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBINM301 Organise workplace information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to gather, organise and apply workplace information in the context of an organisation’s work processes and knowledge management systems.

It applies to individuals who perform a defined range of skilled operations in various work contexts. They may exercise discretion and judgement using appropriate knowledge of information management to provide technical advice and support to a team.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Knowledge Management – Information Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Collect and assess information	1.1 Access product and service information in accordance with organisational requirements 1.2 Ensure methods of collecting information are reliable and make efficient use of available time and resources 1.3 Assess information for clarity, accuracy, currency and relevance to intended tasks 1.4 Use interpersonal skills to access relevant information from teams and individuals
2 Organise information	2.1 Organise information in a format suitable for analysis, interpretation and dissemination in accordance with organisational requirements 2.2 Use appropriate technology/systems to maintain information in accordance with organisational requirements 2.3 Collate information and materials and communicate to relevant designated persons 2.4 Identify difficulties organising and accessing information and solve collaboratively with individuals and team members 2.5 Update and store information in accordance with organisational requirements and systems
3 Review information needs	3.1 Actively seek feedback on clarity, accuracy and sufficiency of information to ensure relevance of information and system 3.2 Review the contribution of information to decision making and implement appropriate modifications to collection processes 3.3 Identify future information needs and incorporate modifications to collection processes 3.4 Document future information needs and incorporate in modifications to reporting processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1-2.3, 2.5, 3.2	Recognises and assesses textual information to complete tasks according to requirements
Writing	2.1, 2.2, 2.3, 2.5, 3.1, 3.4	Completes workplace records, forms and documentation accurately using correct format, accurate spelling and grammar and terminology specific to requirements
Oral Communication	1.4, 2.3, 2.4, 3.1	Elicits the view and opinions of others and obtains information by listening and questioning Participates in a verbal exchange of ideas/solutions using clear language to contribute information and convey issues
Navigate the world of work	1.1, 2.1, 2.5	Understands rights and responsibilities and complies with explicit policies and procedures and legal and regulatory requirements
Interact with others	1.4, 2.3, 2.4, 3.1	Identifies and follows accepted communication practices and protocols Complies with work instructions and contributes to work group discussions using accepted conventions
Get the work done	1.1, 1.2, 2.1, 2.2, 2.4, 3.2, 3.3	Plans and implements routine tasks and workload making decisions about sequencing and timing Makes low impact decisions within familiar situations, based on a range of predefined or routine solutions, and evaluates the effectiveness of the outcome Uses digital technology to access and record information and to communicate with others

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBINM301 Organise workplace information	BSBINM301A Organise workplace information	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBINM301 Organise workplace information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

efficiently and effectively gather, assess, organise and use workplace information as part of own job role

provide accurate information for defined purposes

maintain and handle data and documents systematically

use business technology to manage information

communicate with colleagues and clients using effective interpersonal skills to obtain and check workplace information

apply relevant legislation and regulations to workplace information

monitor, review and modify information processes.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain how legislation and regulations may affect the gathering organising and distribution of workplace information

describe methods for checking validity of information and its sources

describe organisational recordkeeping and filing systems, security procedures and safe recording practices

identify workplace policies and procedures relating to workplace information.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – information management field of work and include access to:

business technology

workplace policies and procedures

relevant legislation and codes of practice

office equipment and resources

examples of information documents found in the workplace

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBINM302 Utilise a knowledge management system

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to access a knowledge management system, use monitoring and review processes to provide feedback and improve own work practices using the system.

This includes a whole range of strategies, methods, activities and techniques used formally and informally by individuals and the organisation (as formalised in a knowledge management system) to identify, collect, organise, store, retrieve, analyse, share and apply knowledge to the work of the organisation.

It applies to individuals who apply a broad range of competencies in various work contexts. They may exercise discretion and judgement using appropriate theoretical knowledge of knowledge management to assist in increasing productivity, to improve quality or to recognise the benefits to the organisation through the improved use of knowledge.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Knowledge Management – Information Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Access and use knowledge management system	1.1 Access knowledge management system to assist with specific tasks, in line with system procedures 1.2 Administer system, in line with legislative, regulatory and organisational procedures
2 Input to knowledge management system	2.1 Gather, analyse and prepare inputs for contribution to system, in line with procedures 2.2 Check inputs for clarity, accuracy, currency and relevance 2.3 Make inputs to system, in line with procedures 2.4 Analyse requirements of the system and ensure suggestions for improvements are provided to relevant personnel
3 Review and improve work practices	3.1 Provide feedback about clarity, accuracy, currency and relevance of system’s output to relevant personnel 3.2 Document learning resulting from use of the system 3.3 Improve work practices as a result of learning from use of the system

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	3.2, 3.3	Builds on knowledge and experience from the use and review of using the knowledge management system, and applies knowledge to improve work practices
Reading	1.1, 1.2, 2.1, 2.2, 2.4, 3.2	Comprehends textual information, incorporating ideas and concepts from a range of sources, and checks for accuracy and relevance
Writing	1.2, 2.3, 2.4, 3.1, 3.2	Documents information analysis and emphasises key outcomes using vocabulary and structure appropriate to audience
Oral Communication	2.4, 3.1	Expresses own observations and opinions using clear and specific language to relevant personnel Elicits views and information from others and obtains information by listening and questioning
Navigate the world of work	1.1, 1.2, 2.1, 2.3, 3.3	Understands rights and responsibilities, and complies with explicit procedures in the workplace
Interact with others	2.4, 3.1	Identifies and takes steps to follow accepted communication practices and protocols when providing feedback
Get the work done	1.1, 1.2, 2.1, 2.4, 3.3	Plans and implements routine tasks and workload making limited decisions on sequencing, timing and collaboration Uses basic functions of digital technology tools to read, record, search and input required information Uses analytical processes to review and evaluate the effectiveness of workplace systems and suggest improvements

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBINM302 Utilise a knowledge management system	BSBINM302A Utilise a knowledge management system	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBINM302 Utilise a knowledge management system

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

access, use and review a knowledge management system in accordance with organisational policies and procedures

provide feedback to the organisation about improvements to the knowledge management system

produce records of outcomes resulting from the use of the system.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify key provisions of relevant legislation, regulations, standards and codes of practice that may affect knowledge management

describe organisational policies and procedures for knowledge management.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in knowledge management – information management field of work and include access to:

office equipment and resources

examples of information documents found in the workplace

a knowledge management system (which can be a simulated system to satisfy privacy and confidentiality provisions).

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBINM401 Implement workplace information system

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to implement and review the workplace information system. It involves the identification, acquisition, initial analysis and use of appropriate information which plays a significant part in the organisation’s effectiveness.

It applies to individuals whose work will normally be carried out within routine and non-routine methods and procedures which require planning and evaluation, leadership and guidance of others, and some discretion and judgement.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Knowledge Management – Information Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Identify and source information needs	1.1 Determine and locate information required by teams 1.2 Acquire and review information held by the organisation to determine suitability, accessibility, currency and reliability according to organisational policies
2 Collect, analyse and report information	2.1 Collect information, which is adequate and relevant to the needs of teams, in a timely manner 2.2 Ensure information is in a format suitable for analysis, interpretation and dissemination 2.3 Analyse information to identify and report relevant trends and developments in terms of the needs for which it was acquired
3 Implement information systems	3.1 Implement management information systems effectively to store, retrieve and regularly review data for decision making purposes 3.2 Use technology available in the work area to manage information effectively 3.3 Submit recommendations for improving the information system to designated persons and/or groups
4 Prepare for information system changes	4.1 Collect information about information system future needs in consultation with colleagues, including those who have a specialist role in resource management 4.2 Ensure estimates of information system future needs reflect the organisation’s business plans, and customer and supplier requirements 4.3 Support proposals to secure resources by clearly presenting submissions that describe realistic options, benefits, costs and outcomes 4.4 Prepare team members to work with new technology and information system changes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4	Critically analyses complex documentation from a variety of sources and consolidates information relating to specific criteria to determine requirements
Writing	1.2, 2.1, 2.3, 3.1, 3.3, 4.1, 4.2, 4.3, 4.4	Develops material for a specific audience using clear and detailed language in order to convey explicit information, requirements and recommendations
Oral Communication	1.1, 3.3, 4.1, 4.3, 4.4	Uses active listening and questioning and reading of verbal and non-verbal signals to convey and clarify information and to confirm understanding
Numeracy	4.1-4.3	Selects from and uses a variety of developing mathematical and problem solving strategies to ensure estimates of information reflect the business plan and staff requirements
Navigate the world of work	1.2	Takes responsibility for following policies, procedures and legislative requirements and identifies organisational implications of new legislation or regulation
Interact with others	1.1, 3.3, 4.1, 4.3, 4.4	Selects and uses appropriate conventions and protocols when communicating with clients and co-workers in a range of work contexts Cooperates with others and contributes to work practices where joint outcomes are expected and deadlines are to be met
Get the work done	1.1, 1.2, 2.1, 2.3, 3.1, 3.2, 4.1, 4.2	Takes responsibility for planning, sequencing and prioritising tasks and own workload for efficiency and effective outcomes Contributes to continuous improvement of current work practices by applying basic principles of analytical thinking Uses familiar digital technologies and systems to access, enter, present and communicate data and information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBINM401 Implement workplace information system	BSBINM401A Implement workplace information system	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBINM401 Implement workplace information system

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify, source and analyse information to determine

information system needs

whether it is fit for purpose

trends and developments

implement and review the workplace information system

review a workplace information system and prepare and present a submission recommending improvements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify the information systems that are, or should be, available in the workplace

explain the information management systems and technology typically associated with the workplace including:

budgets and financial management systems

customer information software or records

databases

personal digital assistant (PDA)

product and service information

project management software

record management systems

spreadsheets.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – information management field of work and include access to:

business technology

a workplace information system

workplace policies and procedures.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBINM501 Manage an information or knowledge management system

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to organise training for others for an information or knowledge management system and to manage the use of the system.

It applies to individuals who are responsible for seeing that key information and corporate knowledge are retained, accessible to others and improve business outcomes.

The unit applies to information or knowledge management systems which comprise policies, protocols, procedures and practices to manage information or knowledge within the organisation and among relevant stakeholders.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Knowledge Management – Information Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Organise learning to use information or knowledge management system	1.1 Identify learning needs of relevant personnel and stakeholders for input into and use of an information or knowledge management system 1.2 Identify and secure human, financial and physical resources required for learning activities to use an information or knowledge management system 1.3 Organise and facilitate learning activities 1.4 Promote and support use of the system throughout the organisation 1.5 Monitor and document effectiveness of learning activities
2 Manage use of information or knowledge management system	2.1 Ensure implementation of policies and procedures for the information or knowledge management system are monitored for compliance, effectiveness and efficiency 2.2 Address implementation issues and problems as they arise 2.3 Monitor integration and alignment with data and information systems 2.4 Collect information on achievement of performance measures 2.5 Manage contingencies such as system failure or technical difficulties by accessing technical specialist help as required
3 Review use of information or knowledge management system	3.1 Analyse effectiveness of system and report on strengths and limitations of the system 3.2 Review business and operational plan and determine how effectively the system is contributing to intended outcomes 3.3 Make recommendations for improvement to system, policy or work practices

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.5, 2.1-2.5, 3.1-3.3	Researches and critically analyses documentation from a variety of sources to determine requirements
Writing	1.1-1.5, 2.1-2.4, 3.2, 3.3	Prepares and produces documentation for a specific audience using clear and detailed language to convey explicit information, requirements and recommendations
Oral Communication	1.1, 1.2, 1.3, 1.4, 2.2, 2.5, 3.3	Presents information using structure and language to suit the audience Uses active listening and questioning and reading of verbal and non-verbal signals to clarify information and to confirm understanding
Navigate the world of work	2.1, 3.3	Takes full responsibility for following policies, procedures and legislative requirements and identifies organisational implications of new legislation or regulation Modifies or develops organisational policies and procedures to comply with legislative requirements and organisation goals
Interact with others	1.1-1.4, 2.5, 3.3	Implements strategies for a diverse range of colleagues and clients in order to build rapport and foster strong relationships Collaborates with others sharing information to build strong work groups and avoid behaviours that are not conducive to a productive environment Elicits feedback and provides feedback to others in order to improve self or workgroup behaviours
Get the work done	1.1-1.5, 2.1-2.5, 3.1, 3.2	Accepts responsibility for planning and sequencing complex tasks and workload, negotiating key aspects with others and taking into account capabilities, efficiencies and effectiveness Monitors progress of plans and schedules and reviews and changes them to meet new demands and priorities Applies systematic and analytical processes to address problems and make decisions in complex situations Investigates new and innovative ideas as a means to continuously improve, work practices and processes Uses and investigates new digital technologies and applications to manage and manipulate data and communicate effectively with others

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBINM501 Manage an information or knowledge management system	BSBINM501A Manage an information or knowledge management system	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBINM501 Manage an information or knowledge management system

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify learning needs and plan and implement learning activities to enable personnel to use information or knowledge management system including

providing human, financial and physical resources as required

use of coaching, mentoring, information sessions, workshops, training programs and e-learning as appropriate

monitor performance and address issues and contingencies as they arise including

accessing technical specialists as required

correct application of policies and procedures for the information or knowledge management system

alignment and effectiveness of the policies and procedures

effectiveness of information or knowledge management system for intended outcomes

recommend improvements to systems, policies and practices as appropriate.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline relevant legislation, codes of practice and national standards relevant to privacy, freedom of information and knowledge management

explain organisational policies and procedures including:

records management

information management

customer service

commercial confidentiality

describe the organisational operations and existing data and information systems.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – information management field of work and include access to:

relevant legislation, regulation, standards and codes

relevant workplace systems, documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBINN201 Contribute to workplace innovation

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to make a pro-active and positive contribution to workplace innovation.

It applies to individuals working in any industry or community context, in both small and large organisations who take a pro-active approach to identifying, suggesting and developing ideas about better ways of doing things at a practical operational level in a specific area of activity. While the individual’s overall work is undertaken with some supervision and guidance, they apply discretion, judgement and effective interpersonal skills in order to contribute to workplace innovation.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Creativity and Innovation – Innovation

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Identify opportunities to do things better	1.1 Be aware of own role in workplace innovation 1.2 Proactively identify opportunities for improvement in own area of work 1.3 Gather and review information which may be relevant to ideas and which might assist in gaining support for ideas
2 Discuss and develop ideas with others	2.1 Identify people who could provide input into ideas for improvements 2.2 Select the best way of approaching people to begin sharing ideas 2.3 Seek feedback on improvement of ideas, and discuss and develop options and possible variations 2.4 Review and select ideas for follow up based on feedback and further review
3 Address the practicalities of change	3.1 Take action to implement routine changes in consultation with others and within scope of own responsibility 3.2 Identify and articulate issues and practical processes for implementing proposed ideas 3.3 Present ideas and practical suggestions to the appropriate people about how improvements could be made

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.3, 2.4, 3.2	Categorises, interprets and reviews information from a range of sources to generate ideas relevant to the workplace
Writing	3.2, 3.3	Communicates information using clear language and formats appropriate for the audience
Oral Communication	2.3, 3.1, 3.2, 3.3	Actively participates in verbal exchanges of ideas and elicits the view and opinions of others by listening and questioning Uses clear and relevant language to clarify workplace issues and promote ideas
Numeracy	1.3, 3.2	Performs basic mathematical calculations to estimate time and cost in relation to implementation of ideas
Navigate the world of work	1.1, 1.2, 3.1	Understands responsibilities of own role
Interact with others	2.3, 3.1-3.3	Follows accepted communication practices and protocols when discussing or presenting ideas to others Seeks and takes into account perspectives and opinions of others
Get the work done	1.2, 1.3, 2.1, 2.2, 2.4, 3.1-3.3	Plans and implements routine tasks making limited decisions and seeking assistance, when necessary Uses analytical or lateral thinking processes to identify improvements or new ways of approaching tasks Identifies and anticipates operational problems and develops possible solutions

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBINN201 Contribute to workplace innovation	BSBINN201A Contribute to workplace innovation	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBINN201 Contribute to workplace innovation

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify ideas for improvements and use information from a range of sources including other people to review and select ideas to put forward for implementation

communicate the ideas and seek input from others in order to identify how the ideas could be implemented

implement routine changes within scope of responsibility.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain the role of individuals in suggesting and making improvements and the importance of proactive involvement

list the positive impacts and the challenges of change and innovation

provide examples of the types of changes that can occur as a result of effective individual participation within own scope of responsibility

give examples of the types of changes that are within and outside own scope of responsibility

list typical reasons why suggested improvements or innovations may not be implemented, including operational and management constraints

explain how to prepare and communicate ideas for improvement to maximise likelihood of support.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the creativity and innovation and include access to:

workplace documents

case studies and, where possible, real situations

office equipment and resources

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBINN301 Promote innovation in a team environment

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to be an effective and proactive member of an innovative team.

It applies to individuals who play a proactive role in demonstrating, encouraging or supporting innovation in a team environment. The individual may be a team participant or a team leader. Teams may be formal or informal and may comprise a range of personnel.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Creativity and Innovation – Innovation

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Create opportunities to maximise innovation within the team	1.1 Evaluate and reflect on what the team needs and wants to achieve 1.2 Check out information about current or potential team members’ work in the context of developing a more innovative team 1.3 Bring people into the team or make suggestions for team members based on what needs to be achieved and the potential for cross fertilising ideas 1.4 Acknowledge, respect and discuss the different ways that people may contribute to building or enhancing the team
2 Organise and agree effective ways of working	2.1 Jointly establish ground rules for how the team will operate 2.2 Agree and communicate responsibilities in ways that encourage and reinforce teambased innovation 2.3 Agree and share tasks and activities to ensure the best use of skills and abilities within the team 2.4 Plan and schedule activities to allow time for thinking, challenging and collaboration 2.5 Establish personal reward and stimulation as an integral part of the team’s way of working
3 Support and guide colleagues	3.1 Model behaviour that supports innovation 3.2 Seek external stimuli and ideas to feed into team activities 3.3 Proactively share information, knowledge and experiences with other team members 3.4 Challenge and test ideas within the team in a positive and collaborative way 3.5 Proactively discuss and explore ideas with other team members on an ongoing basis
4 Reflect on how the team is working	4.1 Debrief and reflect on activities and on opportunities for improvement and innovation 4.2 Gather and use feedback from within and outside the team to generate discussion and debate 4.3 Discuss the challenges of being innovative in a constructive and open way 4.4 Take ideas for improvement, build them into future activities and communicate key issues to relevant colleagues 4.5 Identify, promote and celebrate successes and examples of successful innovation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 4.2	Interprets and analyses textual information, from a wide range of sources, to identify information relevant to team activities
Writing	2.2, 3.3, 4.4	Uses clear language and formats appropriate for the audience to highlight and present specific information
Oral Communication	1.2, 1.3, 1.4, 2.1, 2.2, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5	Actively participates in verbal exchanges of ideas and elicits the views and opinions of team members by listening and questioning Uses clear language to clarify rules and roles relating to team activities in formal and informal situations
Numeracy	1.2, 4.2	Interprets numeric information relevant to team activities
Navigate the world of work	1.1, 3.1, 3.2, 3.5	Understands the nature and purpose of own role and how it affects others in the work context
Interact with others	1.1-1.4, 2.1, 2.2, 3.1, 3.2, 3.4, 3.5, 4.1, 4.2, 4.4, 4.5	Uses inclusive techniques to initiate, contribute and promote discussion amongst potentially diverse team members Recognises the importance of establishing and building effective working relationships Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role
Get the work done	1.3, 1.4, 2.2, 2.4, 2.5, 3.2, 3.4, 4.2, 4.4, 4.5	Plans, sequences and prioritises tasks for efficient and effective outcomes Contributes to continuous improvement of current work practices by applying basic principles of analytical and lateral thinking Uses problem-solving processes to address less predictable problems, and when appropriate, seeking input from others Reflects on outcomes and further explores own and the team’s role in implementing innovation

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBINN301 Promote innovation in a team environment	BSBINN301A Promote innovation in a team environment	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBINN301 Promote innovation in a team environment

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

apply practices that promote innovation within a team including:

modelling open and respectful communications

contributing to the make-up and rules of the team

planning and scheduling of activities

reflecting on activities, feedback and challenges to identity improvement options

encourage others to contribute to innovation in the team

implement improvements and communicate about them.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain what innovation is, the different types of innovation and the benefits of innovation

describe the internal and external factors that contribute to a team becoming and remaining innovative including:

team characteristics

the role of group dynamics and diversity

broader environmental factors

explain how activities can encourage or hinder innovation in a team including:

allocation of time and activities

modelling behaviour

rewards and recognition

communications

feedback.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the creativity and innovation and include access to:

workplace documents

case studies and, where possible, real situations

office equipment and resources

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBINN601 Lead and manage organisational change

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes skills and knowledge required to determine strategic change requirements and opportunities; and to develop, implement and evaluate change management strategies.

It applies to managers with responsibilities that extend across the organisation or across significant parts of a large organisation. They may have a dedicated role in human resources management, human resources development, or work in a strategic policy or planning area.

The unit takes a structured approach to change management and applies to people with considerable work experience and organisational knowledge.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Creativity and innovation – innovation

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Identify change requirements and opportunities	1.1 Identify strategic change needs through an analysis of organisational objectives 1.2 Review existing policies and practices against strategic objectives to identify where changes are required 1.3 Monitor the external environment to identify events or trends that impact on the achievement of organisational objectives 1.4 Identify major operational change requirements due to performance gaps, business opportunities or threats, or management decisions 1.5 Review and prioritise change requirements or opportunities with relevant managers 1.6 Consult stakeholders, specialists and experts to assist in the identification of major change requirements and opportunities
2 Develop change management strategy	2.1 Undertake cost-benefit analysis for high priority change requirements and opportunities 2.2 Undertake risk analysis and apply problem solving and innovation skills to identify barriers to change and agree and record mitigation strategies 2.3 Develop change management project plan 2.4 Obtain approvals from relevant authorities to confirm the change management process 2.5 Assign resources to the project and agree reporting protocols with relevant managers
3 Implement change management strategy	3.1 Develop communication or education plan, in consultation with relevant groups and individuals, to promote the benefits of the change to the organisation and to minimise loss 3.2 Arrange and manage activities to deliver the communication or education plans to relevant groups and individuals 3.3 Consult with relevant groups and individuals for input into the change process 3.4 Identify and respond to barriers to the change according to risk management plans 3.5 Action interventions and activities set out in project plan according to project timetable 3.6 Activate strategies for embedding the change 3.7 Conduct regular evaluation and review and modify project plan where appropriate to achieve change program objectives

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.1, 2.2	Interprets detailed information that may deal with complex ideas related to issues both within and outside the workplace context
Writing	2.1, 2.2, 2.3, 2.4, 3.1	Uses clear and precise language to develop information about objectives, requirements, activities and recommendations Develops complex plans and strategies in appropriate format for the audience and purpose
Oral Communication	1.6, 2.2, 2.4, 2.5, 3.3	Discusses and seeks information using appropriate structure and language for the particular audience Uses questioning and active listening to clarify or confirm understanding
Numeracy	2.1, 2.3, 2.3	Interprets, analyses and presents numeric/financial information in complex documents
Navigate the world of work	1.1-1.6, 2.4, 2.5, 3.1, 3.2	Takes a lead role in the development of organisational strategic goals and associated roles and responsibilities
Interact with others	1.5, 1.6, 2.4, 2.5, 3.1-3.3	Uses a variety of communication tools and strategies to build and maintain effective working relationships Uses inclusive and collaborative techniques to seek feedback, negotiate and consult with a range of stakeholders
Get the work done	1.1-1.5, 2.1-2.5, 3.1, 3.2, 3.4-3.7	Plans, organises and implements activities required to achieve strategic priorities and outcomes, including consulting with others and sequencing events to minimise uncertainty for staff Uses problem-solving skills to identify and analyse issues or barriers, and develop responses Develops new and innovative ideas through exploration and lateral thinking

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBINN601 Lead and manage organisational change	BSBINN601B Manage organisational change	Updated to meet Standards for Training Packages Edits to clarify intent of Performance Criteria Title change	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBINN601 Lead and manage organisational change

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

analyse and interpret information about the organisation’s internal and external environment and consult with stakeholders to identify requirements and opportunities for changes that support organisational objectives

prioritise opportunities for changes with input from managers

develop a change management project plan for the priority changes incorporating resource requirements, risk management and timelines

develop strategies to communicate or educate the changes and embed them

obtain approvals and agree reporting protocols with relevant managers and implement the plan including addressing barriers to change

review and evaluate the change management project plan and modify as needed to achieve objectives.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain the change management process or cycle and strategies for communicating and embedding change

explain how organisational behaviour and the external environment can impact on change strategies

describe the components of a change management project plan

list potential barriers to change and explain possible strategies to address barriers.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the creativity and innovation and include access to:

workplace documentation and resources

office equipment, materials and software packages

case studies or, where available, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBITU101 Operate a personal computer

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to start up and use a range of basic functions on a personal computer or business computer terminal.

It applies to individuals who perform a range of routine computer tasks in the various sectors of the business services industry and generally work under direct supervision.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Information and Communications Technology – IT Use

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Start computer, system information and features	1.1 Adjust workspace, furniture and equipment to suit user ergonomic requirements 1.2 Ensure work meets organisational and work health and safety (WHS) requirements for computer operation 1.3 Start computer or log on according to user procedures 1.4 Identify basic functions and features using system information 1.5 Customise desktop configuration, if necessary, with assistance from appropriate persons 1.6 Use help functions as required
2 Navigate and manipulate desktop environment	2.1 Open, close and access features by selecting correct desktop icons 2.2 Open, resize and close desktop windows by using correct window functions 2.3 Create shortcuts onto the desktop, if necessary, with assistance from appropriate persons
3 Organise files using basic directory and folder structures	3.1 Create folders/subfolders with suitable names 3.2 Save files with suitable names in appropriate folders 3.3 Rename and move folders/subfolders and files as required 3.4 Identify folder/subfolder and file attributes 3.5 Move folders/subfolders and files using cut and paste, and drag and drop techniques 3.6 Save folders/subfolders and files to appropriate media where necessary 3.7 Search for folders/subfolders and files using appropriate software tools 3.8 Restore deleted folder/subfolders and files as necessary
4 Print information	4.1 Print information from installed printer 4.2 View progress of print jobs and delete as required 4.3 Change default printer, if installed
5 Shut down computer	5.1 Close all open applications 5.2 Shut down computer according to user procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.3, 1.5, 1.6, 3.1-3.8, 4.1-4.3, 5.1, 5.2	Recognises textual information within internal procedures and technical documents to determine and complete work requirements
Writing	1.3, 3.1-3.3, 3.7	Inputs information using familiar text types and records numerical and textual information for file naming conventions
Oral Communication	1.5, 2.3	Asks simple questions and comprehends answers that contain short and explicit information
Navigate the world of work	1.1-1.3, 5.2	Recognises and follows organisational procedures and legislative responsibilities, with particular reference to health and safety
Interact with others	1.5, 2.3	Uses appropriate communication practices to seek guidance from more experienced work colleagues
Get the work done	1.3-1.6, 2.1-2.3, 3.1-3.8, 4.1-4.3, 5.1, 5.2	With guidance, is beginning to understand and use the specific functions and features of digital systems and tools

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBITU101 Operate a personal computer	BSBITU101A Operate a personal computer	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBITU101 Operate a personal computer

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

adjust equipment, furniture and workspace to suit individual ergonomic requirements

follow organisational and WHS requirements when operating a computer

follow user procedures and system information when using the basic functions on a computer, seeking assistance when necessary

use desktop icons and create shortcuts

create and manipulate folders and subfolders

check and delete print jobs and change default printer

correctly shut down software applications and the computer.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the main work health and safety requirements for working with a computer

list the main points to consider when setting up an ergonomic work environment

list the main components of the computer system, and briefly explain what each one does

briefly explain the functions of the operating system

outline the organisation’s conventions for naming files

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the information and communications technology – IT use field of work and include access to:

organisational policies and procedures

information about work health and safety requirements.

computer user and system information

suitable workspace including a personal computer or computer terminal with relevant software and printer.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBITU201 Produce simple word processed documents

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop basic keyboard skills using touch typing techniques in a broad range of settings.

It applies to individuals who perform a range of mainly routine tasks and generally work under direct supervision using limited practical skills and fundamental knowledge.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Information and Communications Technology – IT Use

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to produce documents	1.1 Use safe work practices to ensure ergonomic, work organisation, energy and resource conservation requirements are met 1.2 Identify document purpose, audience and presentation requirements, and clarify with relevant personnel as required 1.3 Identify organisational and task requirements for document layout and design
2. Produce documents	2.1 Format document using appropriate software functions to adjust page layout to meet information requirements, in accordance with organisational style and presentation requirements 2.2 Use system features to identify and manipulate screen display options and controls 2.3 Use manuals, user documentation and online help to overcome problems with document presentation and production
3. Finalise documents	3.1 Ensure final document is previewed, checked, adjusted and printed in accordance with organisational and task requirements 3.2 Ensure document is prepared within designated timelines and organisational requirements 3.3 Name and store document in accordance with organisational requirements and exit application without information loss/damage

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 1.3, 2.1, 2.3, 3.1, 3.3	Recognises textual information within organisational and task requirements to determine work requirements
Writing	3.1, 3.3	Records numerical and textual information in accordance with requirements of task
Oral Communication	1.2	Participates in a variety of spoken exchanges with relevant personnel in an effort to clarify document purpose, audience and presentation requirements
Navigate the world of work	1.1-1.3, 2.1, 3.1-3.3	Recognises and follows explicit and implicit protocols and meets expectations associated with own role
Interact with others	1.2	May seek guidance from more experienced work colleagues
Get the work done	2.1-2.3, 3.1-3.3	Understands functions and features of specific computer software and uses these to perform work tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBITU201 Produce simple word processed documents	BSBITU201A Produce simple word processed documents	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBITU201 Produce simple word processed documents

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

produce documents following correct ergonomic, conservation requirements and organisational policies and procedures

adhere to organisational style manual when formatting documents

refer to help function and user documentation to rectify document problems

use system features

follow designated timelines when preparing documents.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify basic formatting styles and their affect on formatting, readability and appearance of documents

describe purpose, use and function of word processing software

outline organisational requirements for ergonomics, work periods and breaks, and conservation techniques

describe what is contained in an organisational style guide.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the information and communications technology – IT use field of work and include access to:

industry software packages

computer user information

relevant legislation and codes of practice

organisational policies and procedures

relevant workplace documentation and resources including a style guide and user manuals.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBITU202 Create and use spreadsheets

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to correctly create and use spreadsheets and charts using spreadsheet software.

It applies to individuals who perform a range of routine tasks in the workplace using a limited range of practical skills and fundamental knowledge of creating spreadsheets in a defined context under direct supervision or with limited individual responsibility.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Information and Communications Technology – IT Use

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select and prepare resources	1.1 Adjust workspace, furniture and equipment to suit own ergonomic, work organisation and work health and safety (WHS) requirements 1.2 Use energy and resource conservation techniques to minimise wastage in accordance with organisational and statutory requirements 1.3 Identify spreadsheet task requirements and clarify with relevant personnel as required
2. Create simple spreadsheets	2.1 Ensure data is entered, checked and amended in accordance with organisational and task requirements, to maintain consistency of design and layout 2.2 Format spreadsheet using software functions; to adjust page and cell layout to meet information requirements, in accordance with organisational style and presentation requirements 2.3 Ensure formulae are used and tested to confirm output meets task requirements, in consultation with appropriate personnel as required 2.4 Use manuals, user documentation and online help to overcome problems with spreadsheet design and production
3. Produce simple charts	3.1 Select chart type and design that enables valid representation of numerical data and meets organisational and task requirements 3.2 Create chart using appropriate data range in spreadsheet 3.3 Modify chart type and layout using formatting features
4. Finalise spreadsheets	4.1 Ensure spreadsheet and any accompanying charts are previewed, adjusted and printed in accordance with organisational and task requirements 4.2 Ensure data input meets designated timelines and organisational requirements for speed and accuracy 4.3 Name and store spreadsheet in accordance with organisational requirements and exit application without data loss/damage

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	2.1, 2.4, 4.1, 4.3	Recognises numerical and textual information within a range of resources to determine and complete work according to requirements
Writing	2.1, 2.3, 3.2, 4.1, 4.3	Enters and amends routine data into software using a format appropriate to requirements
Oral Communication	1.3, 2.3	Listens to short and specific instructions and uses questions to clarify understanding Uses simple mathematical language to confirm and convey requirements
Numeracy	2.1, 2.3, 3.1, 3.2	Uses basic mathematical skills to create and apply spreadsheet formulae
Navigate the world of work	1.1-1.3, 2.1, 2.2, 3.1, 4.1-4.3	Recognises, understands and adheres to legislative and organisational requirements in undertaking own work
Interact with others	1.3	Recognises purpose of various communications directly relevant to own role and clarifies as required
Get the work done	1.3, 2.1-2.4, 3.1-3.3, 4.1-4.3	Uses key software features and functions in performing specific work tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBITU202 Create and use spreadsheets	BSBITU202A Create and use spreadsheets	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBITU202 Create and use spreadsheets

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

produce documents following correct ergonomic, conservation, organisational and statutory requirements

consult with appropriate personnel as required

adhere to organisational style and presentation requirements

refer to online help function and user documentation to rectify document problems

create and modify simple charts

follow designated timelines and ensure high accuracy when preparing documents

demonstrate ability to prevent data loss and damage.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

demonstrate knowledge of how to format workplace documents

describe organisational requirements for ergonomic standards, work periods and breaks, and conservation techniques

outline organisational guidelines on spreadsheet manipulation and processing

explain purpose and range of use of spreadsheet functions.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the information and communications technology – IT use field of work and include access to:

industry technology

organisational policies and procedures

relevant legislation

user manuals

relevant workplace documentation and resources

industry software packages.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBITU301 Create and use databases

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to create simple two-table relational databases with reports and queries, for storage and retrieval of information.

It applies to individuals that may provide administrative support within an enterprise, or may be independently responsible for storage and retrieval of data relating to their own work roles.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Information and communications Technology – IT use

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Create a simple database	1.1 Design a simple database, with at least two tables, using a database application, basic design principles, software functions and simple formulae 1.2 Develop a table with fields and attributes according to database usage, as well as data considerations and user requirements 1.3 Create a primary key for each table 1.4 Modify table layout and field attributes as required 1.5 Create a relationship between the two tables 1.6 Check and amend data entered, in accordance with organisational and task requirements
2. Create reports and queries	2.1 Determine information output, database tables to be used and report layout to meet task requirements 2.2 Determine data groupings, search and sort criteria to meet task requirements 2.3 Run reports and queries to check results and formulae provide the required data 2.4 Modify reports to include or exclude additional requirements
3. Use database	3.1 Ensure data input meets designated timelines and organisational requirements for speed and accuracy 3.2 Use manuals, user documentation and online help to overcome problems with database design and production 3.3 Preview, adjust and print database reports or forms in accordance with organisational and task requirements 3.4 Name and store databases, in accordance with organisational requirements, and exit application without data loss or damage 3.5 Prepare and distribute reports to appropriate person in a suitable format

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.6, 2.1-2.4, 3.1-3.5	Recognises and interprets textual and numerical information to determine and confirm tasks are completed as per requirements
Writing	1.1-1.6, 2.1-2.4, 3.1-3.4	Inputs numerical and key reporting information when creating and querying databases, and uses standard naming conventions and format to organise data
Numeracy	1.1, 1.2, 1.6, 2.1-2.4	Uses mathematical equations to create simple database queries and formulae
Navigate the world of work	1.2, 1.4, 1.6, 2.1-2.3, 3.1, 3.3, 3.4	Recognises and follows explicit and implicit protocols and meets expectations associated with own role
Get the work done	1.1-1.6, 2.1-2.4, 3.1-3.5	Plans, organises and competes tasks to meet organisational requirements Utilises a broad range of features within applications in performing routine and complex tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBITU301 Create and use databases	BSBITU301A Create and use databases	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBITU301 Create and use databases

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

adhere to organisational requirements when inputting, amending and storing data including:

correct naming conventions

adhere closely to task requirements including:

following designated timelines

achieving speed and accuracy

create simple databases including:

reports and queries

follow designated timelines

correctly name and store data

distribute reports to appropriate personnel.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline key provisions of relevant legislation, standards and codes that may affect aspects of business operations

describe organisational requirements relating to data entry, storage and presentation.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the information and communications technology – IT use field of work and include access to:

business technology

workplace documentation and resources

industry database software applications.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBITU303 Design and produce text documents

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to design and develop text-based documents using advanced features of word processing software.

It applies to individuals who possess fundamental skills in computer operations and keyboarding, and basic skills in operation of word processing software. They may work as individuals who provide administrative support within an enterprise, or may be technical/knowledge experts responsible for production of their own word processed documents.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Information and Communications Technology – IT Use

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to produce word processed documents	1.1 Use safe work practices to ensure ergonomic, work organisation, energy and resource conservation requirements are met 1.2 Identify document purpose, audience and presentation requirements, and clarify with relevant personnel as required 1.3 Identify organisational and task requirements for textbased business documents to ensure consistency of style and image
2. Design word processed documents	2.1 Design document structure and layout to suit purpose, audience and information requirements of task 2.2 Design document to enhance readability and appearance, and to meet organisational and task requirements for style and layout 2.3 Use style sheets and automatic functions to ensure consistency of design and layout
3. Add tables and other data	3.1 Insert a standard table into a document, changing cells to meet information requirements 3.2 Insert and delete columns and rows as necessary 3.3 Insert images and other data to meet required specifications
4. Produce text documents	4.1 Use advanced software functions to enable efficient production of documents 4.2 Enter or import, and edit text and other data to meet required specifications 4.3 Preview, adjust and print documents in accordance with organisational and task requirements 4.4 Name and store text documents, in accordance with organisational requirements and exit application without information loss/damage 4.5 Prepare text documents within designated timelines and organisational requirements for speed and accuracy 4.6 Use manuals, user documentation and online help to overcome problems with document design and production

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	2.2, 4.3, 4.4, 4.6	Recognises and interprets textual information from a range of sources to determine and adhere to requirements
Writing	2.1-2.3, 3.3, 4.2-4.5	Develops documents using required format, accurate spelling and grammar and terminology specific to requirements Organises content to support purpose and audience of material using clear and logical language
Oral Communication	1.2	Uses specific and direct language, and listening and questioning techniques to clarify requirements
Navigate the world of work	1.1-1.3, 2.1-2.3, 3.1, 3.3, 4.2-4.5	Recognises and follows explicit and implicit protocols and meets expectations associated with own role
Interact with others	1.2	Collaborates with others to achieve joint outcomes
Get the work done	2.1-2.3, 3.1-3.3, 4.1-4.6	Uses advanced features within applications to address routine and complex work tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBITU303 Design and produce text documents	BSBITU303A Design and produce text documents	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBITU303 Design and produce text documents

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

adhere to organisational requirements and strategies when creating text documents including:

ergonomic requirements

energy and resource requirements

adhere closely to task requirements and required specifications by:

following designated timelines

achieving consistency of style and image

ensuring correct editing and style requirements

adhering to designated timelines

use advanced software features

communicate effectively with personnel

overcome problems by referring to user documentation, manuals and online help.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline various formatting styles and their impact on formatting, readability and appearance of documents

explain organisational requirements for ergonomics, work periods and breaks, and conservation techniques

describe purpose and contents of an organisational style guide

identify purpose, uses and functions of word processing software.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the information and communications technology – IT use field of work and include access to:

office equipment and resources

relevant software applications

examples of correctly formatted text documents

style guides.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBITU304 Produce spreadsheets

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop spreadsheets through the use of spreadsheet software.

It applies to individuals employed in a range of environments who tend to be personally responsible for designing and working with spreadsheets under minimal supervision.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Information and Communications Technology – IT Use

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select and prepare resources	1.1 Adhere to ergonomic, work organisation and occupational health and safety requirements 1.2 Use energy and resource conservation techniques to minimise wastage 1.3 Identify spreadsheet task requirements in relation to data entry, storage, output and presentation
2. Plan spreadsheet design	2.1 Ensure spreadsheet design suits purpose, audience and information requirements of task 2.2 Ensure spreadsheet design enhances readability and appearance, and meets organisational and task requirements for style and layout 2.3 Use style sheets and automatic functions to ensure consistency of design and layout
3. Create spreadsheet	3.1 Ensure data is entered, checked and amended to maintain consistency of design and layout, in accordance with organisational and task requirements 3.2 Format spreadsheet using software functions to adjust page and cell layout to meet information requirements, in accordance with organisational style and presentation requirements 3.3 Ensure formulae are tested and used to confirm output meets task requirements, in consultation with appropriate personnel as required 3.4 Use manuals, user documentation and online help to overcome problems with spreadsheet design and production
4. Produce simple charts	4.1 Select chart type and design that enables valid representation of numerical data, and meets organisational and task requirements 4.2 Create charts using appropriate data range in spreadsheet 4.3 Modify chart type and layout using formatting features
5. Finalise spreadsheets	5.1 Preview, adjust and print spreadsheet and any accompanying charts, in accordance with task requirements 5.2 Ensure data input meets designated timelines and organisational requirements for speed and accuracy 5.3 Name and store spreadsheet in accordance with organisational requirements and exit application without data loss/damage

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	2.2, 3.1-3.4, 5.1	Recognises and interprets numerical and textual information to determine organisational and task requirements
Writing	2.1, 3.1-3.3, 4.2, 4.3, 5.1-5.3	Inputs numerical and key reporting information when creating and finalising spreadsheets and uses format, layout, style guides and standard naming conventions to organise data according to purpose and audience
Oral Communication	3.3	Participates in exchange of information to determine whether formulae utilised produce result required
Numeracy	4.1, 4.2	Uses mathematical equations to create simple formulae and validate numerical data
Navigate the world of work	1.1-1.3, 2.1-2.3, 3.1-3.3, 4.1, 5.1-5.3	Recognises and follows explicit and implicit protocols and meets expectations associated with own role
Interact with others	3.3	Collaborates with others to achieve joint outcomes
Get the work done	2.1-2.3, 3.1-3.4, 4.1-4.3, 5.1-5.3	Uses advanced features within applications to address routine and complex work tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBITU304 Produce spreadsheets	BSBITU304A Produce spreadsheets	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBITU304 Produce spreadsheets

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

design spreadsheets that address a range of data and organisational requirements

use software functions, graphics and support materials to create spreadsheets

apply knowledge of formatting requirements for workplace documents.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe formatting requirements of workplace documents

identify organisational guidelines on spreadsheet design and use

explain organisational requirements for ergonomic standards, work periods and breaks, and conservation techniques.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the information and communications technology – IT use field of work and include access to:

industry software packages

computer user information

relevant legislation and codes of practice

organisational policies and procedures

relevant workplace documentation and resources.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBITU306 Design and produce business documents

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to design and produce various business documents and publications. It includes selecting and using a range of functions on a variety of computer applications.

It applies to individuals who possess fundamental skills in computer operations and keyboarding. They may exercise discretion and judgement using appropriate theoretical knowledge of document design and production to provide technical advice and support to a team.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Information and Communications Technology – IT Use

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select and prepare resources	1.1 Select and use appropriate technology and software applications to produce required business documents 1.2 Select layout and style of publication according to information and organisational requirements 1.3 Ensure document design is consistent with company and/or client requirements, using basic design principles 1.4 Discuss and clarify format and style with person requesting document/publication
2. Design document	2.1 Identify, open and generate files and records according to task and organisational requirements 2.2 Design document to ensure efficient entry of information and to maximise presentation and appearance of information 2.3 Use a range of functions to ensure consistency of design and layout 2.4 Operate input devices within designated requirements
3. Produce document	3.1 Complete document production within designated timelines according to organisational requirements 3.2 Check document produced to ensure it meets task requirements for style and layout 3.3 Store document appropriately and save document to avoid loss of data 3.4 Use manuals, training booklets and/or helpdesks to overcome basic difficulties with document design and production
4. Finalise document	4.1 Proofread document for readability, accuracy and consistency of language, style and layout prior to final output 4.2 Make any modifications to document to meet requirements 4.3 Name and store document in accordance with organisational requirements and exit application without data loss/damage 4.4 Print and present document according to requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	2.1, 2.2, 3.2, 3.4, 4.1	Recognises and interprets textual information from a range of sources to determine and adhere to requirements Applies strategies to self-correct and verify clarity and conformity of information
Writing	2.2, 2.3, 3.1, 4.2, 4.3	Develops documents using required format, accurate spelling and grammar and terminology specific to requirements Organises content to support purposes and audience of material, using clear and logical language
Oral Communication	1.4	Confirms requirements with relevant personnel using specific terminology and listening and questioning techniques
Navigate the world of work	1.2, 1.3, 2.1, 2.4, 3.1, 3.2, 4.2-4.4	Recognises and follows explicit and implicit protocols and meets expectations associated with own role
Interact with others	1.4	Selects and uses appropriate conventions and protocols when communicating in a range of familiar work contexts
Get the work done	1.1-1.3, 2.1-2.4, 3.1-3.4, 4.1-4.4	Uses basic features and functions within applications to access, store, organise data and perform routine work tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBITU306 Design and produce business documents	BSBITU306A Design and produce business documents	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBITU306 Design and produce business documents

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

select appropriate technology and software for design and production of business documents

adhere to organisational requirements when:

selecting layout and style

opening and generating files

producing documents within designated timelines

naming and storing documents

printing and presenting documents

adhere to task requirements when producing documents including:

applying basic design principles

applying consistent formatting

using appropriate styles

using correct layouts

proofreading as required

use appropriate data storage options

apply knowledge of functions and features of contemporary computer applications

print and present completed documents.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify appropriate technology for production requirements

describe functions and features of contemporary computer applications

outline organisational policies, plans and procedures

list organisational requirements for document design e.g. style guide.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the information and communications technology – IT use field of work and include access to:

office equipment and resources

relevant software applications

examples of style guides

organisational procedures.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLDR402 Lead effective workplace relationships

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit defines skills, knowledge and outcomes required to use leadership to promote team cohesion. It includes motivating, mentoring, coaching and developing the team and forming the bridge between the management of the organisation and team members.

This unit applies to team leaders, supervisors and new or emerging managers where leadership plays a role in developing and maintaining effective workplace relationships. It applies in any industry or community context.

At this level work will normally be carried out within routine and non-routine methods and procedures, which require planning and evaluation and leadership and guidance of others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership - Leadership

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Collect, analyse and communicate information and ideas	1.1 Collect relevant information from appropriate sources and analyse and share with the work team to improve work performance 1.2 Communicate ideas and information in a manner which is appropriate and sensitive to the cultural and social diversity of the audience and any specific needs 1.3 Lead consultation processes to encourage employees to contribute to issues related to their work, and promptly relay feedback to the work team in regard to outcomes 1.4 Seek and value contributions from internal and external sources in developing and refining new ideas and approaches 1.5 Implement processes to ensure that issues raised are resolved promptly or referred to relevant personnel as required
2. Develop trust and confidence as leader	2.1 Treat all internal and external contacts with integrity, respect and empathy 2.2 Use the organisation's social, ethical and business standards to develop and maintain effective relationships 2.3 Gain and maintain the trust and confidence of colleagues, customers and suppliers through competent performance 2.4 Adjust interpersonal styles and methods to meet organisation's social and cultural environment 2.5 Lead and encourage other members of the work team to follow examples set according to organisation's policies and procedures
3. Develop and maintain networks and relationships	3.1 Use networks to identify and build relationships 3.2 Use networks and other work relationships to provide identifiable benefits for the team and organisation
4. Manage difficulties into positive outcomes	4.1 Identify and analyse difficulties and take action to rectify the situation within the requirements of the organisation and relevant legislation 4.2 Guide and support colleagues to resolve work difficulties 4.3 Regularly review and improve workplace outcomes in consultation with relevant personnel 4.4 Manage poor work performance within the organisation's processes 4.5 Manage conflict constructively within the organisation's processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1	Collects, analyses and evaluates textual information from a range of resources to inform improvement strategies
Oral Communication	1.2, 1.3, 2.4, 2.5, 4.2	Selects or adjusts communication style to maintain effectiveness of interaction and build and maintain engagement consistent with organisational requirements
Navigate the world of work	2.2, 2.5, 4.1, 4.4, 4.5	Recognises and follows legislative and organisational requirements relevant to own role
Interact with others	1.1-1.4, 2.1, 2.3, 2.5, 3.1, 3.2, 4.2, 4.5	Selects and uses appropriate conventions and protocols when communicating with diverse stakeholders Adapts personal communication style to build trust and positive working relationships and to show respect for the opinions, values and particular needs of others Plays a lead role in situations requiring effective collaboration, demonstrating conflict resolution skills and ability to engage and motivate others
Get the work done	1.1, 1.5, 4.1, 4.3	Plans and implements activities and processes to manage and review work performance Systematically gathers and analyses all relevant information to formulate and evaluate possible solutions to difficulties

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLDR402 Lead effective workplace relationships	BSBWOR401A Establish effective workplace relationships	Updated to meet Standards for Training Packages Title change Minor edits to clarify intent of performance criteria	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLDR402 Lead effective workplace relationships

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

access and analyse information to achieve planned outcomes

apply techniques for resolving problems and conflicts and dealing with poor performance within organisational and legislative requirements

review and improve workplace outcomes in consultation with relevant personnel

adjust interpersonal style and communications to respond to cultural and social diversity

apply relationship management and communication skills with a range of people that:

demonstrate integrity, respect, empathy and cultural sensitivity and promote trust

forge effective relationships with internal and/or external people and help to maintain these networks

encourage participation and foster contribution of and respect for ideas and feedback

provide support to colleagues to resolve difficulties.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

give examples of how work relationships, and the cultural and social environment, can support or hinder achieving planned outcomes

explain techniques for developing positive work relationships and building trust and confidence in a team including interpersonal styles, communications, consultation, cultural and social sensitivity, networking

explain the impact of legislation and organisational policies on workplace relationships

describe a range of methods and techniques for communicating information and ideas to a range of stakeholders

outline problems solving methods

explain methods to resolve workplace conflict

explain methods to manage poor work performance

explain how to monitor, analyse and introduce ways to improve work relationships.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLDR403 Lead team effectiveness

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit defines skills, knowledge and outcomes required to plan and supervise the performance of the team and develop team cohesion.

It applies team leaders, supervisors and new emerging managers who have an important leadership role in the development of efficient and effective work teams.

Leaders at this level also provide leadership for the team and bridge the gap between the management of the organisation and the team members. As such they must 'manage up' as well as manage their team/s.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership - Leadership

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan to achieve team outcomes	1.1 Lead the team to identify, establish and document team purpose, roles, responsibilities, goals, plans and objectives in consultation with team members 1.2 Engage team members to incorporate innovation and productivity measures in work plans 1.3 Lead and support team members in meeting expected outcomes
2. Lead team to develop cohesion	2.1 Provide opportunities for input of team members into planning, decision making and operational aspects of work team 2.2 Encourage and support team members to take responsibility for own work and to assist each other in undertaking required roles and responsibilities 2.3 Provide feedback to team members to encourage, value and reward individual and team efforts and contributions 2.4 Recognise and address issues, concerns and problems identified by team members or refer to relevant persons as required 2.5 Model expected behaviours and approaches
3. Participate in and facilitate work team	3.1 Actively encourage team members to participate in and take responsibility for team activities and communication processes 3.2 Give the team support to identify and resolve problems which impede its performance 3.3 Ensure own contribution to work team serves as a role model for others and enhances the organisation's image within the work team, the organisation and with clients/customers
4. Liaise with management	4.1 Maintain open communication with line manager/management at all times 4.2 Communicate information from line manager/management to the team 4.3 Communicate unresolved issues, concerns and problems raised by the team/team members to line manager/management and ensure follow-up action is taken 4.4 Communicate unresolved issues, concerns and problems related to the team/team members raised by line managers/management to the team and ensure follow-up to action is taken

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Writing	1.1, 4.2	Prepares workplace plans that communicate intent and elicits feedback clearly and effectively
Oral communication	1.1, 1.3, 2.2, 2.3, 3.1, 3.2, 4.2-4.4	Engages in discussions or provides information using structure and language appropriate to the audience and situation
Interact with others	1.1-1.3, 2.1-2.5, 3.1, 3.3, 4.1	Selects and uses appropriate conventions and protocols when communicating with team members Adapts personal communication style to model required behaviours, build trust and positive working relationships and to show respect for the opinions and values of others Plays a lead role in situations requiring effective collaboration, demonstrating conflict resolution skills and ability to engage and motivate others
Get the work done	1.1-1.3, 3.2	Develops, implements and monitors plans and processes to ensure team engagement and effectiveness Uses formal analytical thinking techniques to identify issues and generate possible solutions, seeking input from others as required

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLDR403 Lead team effectiveness	BSBWOR402A Promote team effectiveness	Updated to meet Standards for Training Packages Title change Minor edits to clarify intent of performance criteria	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLDR403 Lead team effectiveness

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

apply knowledge of organisational goals, objectives and plans

develop a team work plan including documentation of how it was generated and how it will be monitored

identify and incorporate innovation and productivity measures into a team work plan

communicate with team members and management to identify and establish the team purpose, roles, responsibilities, goals plans and objectives and resolve problems

use techniques to consult, encourage, support and provide feedback to team members

model team leadership behaviours and approaches

liaise with management to develop the teamwork plan, resolve issues and ensure follow-up action is taken.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must explain principles and techniques associated with:

delegation and work allocation

goal setting

group dynamics and processes

individual behaviour and difference

leadership styles

motivation

negotiation

problem solving

planning

workplace innovation

workplace productivity.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

information about the organisation, including organisational structure, goals, objectives and plans

case studies, and where possible, real situations

workplace equipment and resources

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLDR502 Lead and manage effective workplace relationships

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to lead and manage effective workplace relationships.

It applies to individuals in leadership or management who have a prominent role in establishing and managing processes and procedures to support workplace relationships taking into account the organisation's values, goals and cultural diversity.

At this level work will normally be carried out within complex and diverse methods and procedures, which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership - Leadership

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Manage ideas and information	1.1 Ensure strategies and processes are in place to communicate information associated with the achievement of work responsibilities to all co-workers 1.2 Develop and/or implement consultation processes to ensure that employees have the opportunity to contribute to issues related to their work role 1.3 Facilitate feedback to employees on outcomes of the consultation processes 1.4 Develop and/or implement processes to ensure that issues raised are resolved promptly or referred to relevant personnel
2. Establish systems to develop trust and confidence	2.1 Establish and/or implement policies to ensure that the organisation’s cultural diversity and ethical values are adhered to 2.2 Gain and maintain the trust and confidence of colleagues and external contacts through professional conduct 2.3 Adjust own interpersonal communication styles to meet the organisation’s cultural diversity and ethical environment and guide and support the work team in their personal adjustment process
3. Manage the development and maintenance of networks and relationships	3.1 Use networks to build workplace relationships providing identifiable outcomes for the team and the organisation 3.2 Conduct ongoing planning to ensure that effective internal and external workplace relationships are developed and maintained
4. Manage difficulties to achieve positive outcomes	4.1 Develop and/or implement strategies to ensure that difficulties in workplace relationships are identified and resolved 4.2 Establish processes and systems to ensure that conflict is identified and managed constructively in accordance with the organisation’s policies and procedures 4.3 Provide guidance, counselling and support to assist co-workers in resolving their work difficulties 4.4 Develop and implement an action plan to address any identified difficulties

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Writing	1.2, 1.4, 2.1, 4.1, 4.2, 4.4	Prepares plans and policies incorporating appropriate vocabulary, grammatical structure and conventions
Interact with others	2.2, 2.3, 3.1, 4.3	Adapts personal communication style to model behaviours, build trust and positive working relationships, and to support others Plays a lead role in situations requiring effective collaboration, demonstrating high level support and facilitation skills and ability to engage and motivate others
Navigate the world of work	2.1, 2.3	Establishes or follows organisational policy regarding diversity and ethical conduct
Get the work done	1.1-1.4, 2.1, 3.2, 4.1, 4.2, 4.4	Takes responsibility for formulating, organising and implementing plans, processes and strategies that impact the workplace Systematically gathers and analyses all relevant information and evaluates options to inform decisions about organisational strategies Evaluates outcomes to identify opportunities for improvement

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLDR502 Lead and manage effective workplace relationships	Not applicable	New unit	No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLDR502 Lead and manage effective workplace relationships

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop and/or implement processes to manage ideas and information including:

communicating information to support others to achieve work responsibilities

facilitating employees' contributions to consultation on work issues

providing feedback on the outcomes of consultations

resolution of issues raised or referral to relevant personnel

establish and/or implement policies to ensure that the organisation’s cultural diversity and ethical values are adhered to

provide leadership through own behaviour including:

professional conduct that promotes trust with internal and external contacts

adjusting own interpersonal communication style to meet the organisation’s cultural diversity and ethical environment

plan for, and manage, the use of networks to support identifiable outcomes for the team and the organisation

develop and/or implement processes and systems to manage difficulties including:

identifying and resolving conflicts and other difficulties according to organisational policies and procedures

planning how to address difficulties

providing guidance, counselling and support to assist co-workers in resolving their work difficulties.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain how systems, policies and procedures can support the development of effective work relationships focusing on interpersonal styles, communications, consultation, cultural and social sensitivity, networking and conflict resolution

outline legislation relevant to managing effective workplace relationships.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLED401 Develop teams and individuals

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to determine individual and team development needs and to facilitate the development of the workgroup.

It applies to individuals with a broad knowledge of learning and development who apply their skills in addressing development needs to meet team objectives. They may have responsibility to provide guidance or to delegate aspects of tasks to others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Learning and Development

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine development needs	1.1 Systematically identify and implement learning and development needs in line with organisational requirements 1.2 Ensure that a learning plan to meet individual and group training and development needs is collaboratively developed, agreed to and implemented 1.3 Encourage individuals to selfevaluate performance and identify areas for improvement 1.4 Collect feedback on performance of team members from relevant sources and compare with established team learning needs
2. Develop individuals and teams	2.1 Identify learning and development program goals and objectives, ensuring a match to the specific knowledge and skill requirements of competency standards relevant to the industry 2.2 Ensure that learning delivery methods are appropriate to the learning goals, the learning style of participants, and availability of equipment and resources 2.3 Provide workplace learning opportunities, and coaching and mentoring assistance to facilitate individual and team achievement of competencies 2.4 Create development opportunities that incorporate a range of activities and support materials appropriate to the achievement of identified competencies 2.5 Identify and approve resources and time lines required for learning activities in accordance with organisational requirements
3. Monitor and evaluate workplace learning	3.1 Use feedback from individuals or teams to identify and implement improvements in future learning arrangements 3.2 Assess and record outcomes and performance of individuals/teams to determine the effectiveness of development programs and the extent of additional development support 3.3 Negotiate modifications to learning plans to improve the efficiency and effectiveness of learning 3.4 Document and maintain records and reports of competency according to organisational requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	1.1-1.4, 2.1-2.4, 3.1, 3.3	Uses structured approaches to set goals, monitor progress and adjust learning approaches for self and others Builds on knowledge and experience to facilitate interaction and learning with others
Reading	1.1, 1.2, 1.4, 2.1, 2.2, 2.4, 2.5, 3.1-3.4	Analyses textual information from a range of sources to identify organisational requirements Analyses information from a range of sources to evaluate performance
Writing	1.1, 1.2, 1.4, 2.1, 2.5, 3.1-3.4	Develops materials to suit the requirements of different roles and individuals in the organisation Maintains records using correct technical and organisational vocabulary
Oral Communication	1.2, 1.3, 1.4, 2.3, 3.1, 3.3	Uses vocabulary appropriate to context and to establish a supportive and learning environment Uses listening and questioning techniques to confirm or show understanding of different perspectives
Navigate the world of work	1.1, 2.5, 3.4	Recognises and responds to explicit and implicit organisational procedures and protocols Understands how own role meshes with others and contributes to broader goals
Interact with others	1.2, 1.3, 1.4, 2.2, 2.3, 3.1, 3.3	Selects and uses appropriate conventions and protocols when communicating with co-workers in a range of work contexts Recognises the importance of building rapport to establish effective working relationships Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction Negotiates with others to achieve joint/agreeable outcomes playing an active role in facilitating consensus in potentially contentious situations
Get the work done	1.1, 1.2, 1.4, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.4	Uses logical planning processes to organise, implement and monitor learning and development needs Systematically gathers and analyses all relevant information and evaluates options to make informed decisions Evaluates outcomes of decisions to identify opportunities for improvement

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLED401 Develop teams and individuals	BSBLED401A Develop teams and individuals	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLED401 Develop teams and individuals

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

systematically identify and implement learning opportunities for others

collect feedback on team and individual performance

give and receive feedback from team members to encourage participation in and effectiveness of the team

collaboratively develop learning plans to match skill needs of individuals and groups

provide mentoring and coaching assistance to teams and individuals

monitor and review workplace learning.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe facilitation techniques to encourage team development and improvement

outline organisational policies, plans and procedures for developing teams

identify career paths and competency standards relevant to the industry.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce learning and development field of work and include access to:

office equipment and resources

learning and development plans, policies and procedures

case studies and, where available, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLED806 Plan and implement a coaching strategy

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to plan and develop a coaching strategy and to monitor implementation of the coaching program within an organisational context. A coaching strategy may be:

an internal program forming part of the professional development activities of an educational organisation (such as a Registered Training Organisation) or an enterprise whose core business is not education

developed for an external client, for example as part of the range of learning services offered or conducted in a collaborative partnership with more than one organisation.

It applies to individuals working to ensure learning advances individual and organisational capabilities. Leaders in learning are typically required to develop and implement coaching strategies in a systematic manner, and to monitor, review and improve strategies to optimise learning outcomes for individuals and the organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Learning and Development

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop coaching strategy	1.1 Research and review need for and role of, coaching within an organisation 1.2 Establish a framework for coaching strategy based on organisational context and needs 1.3 Determine roles, responsibilities and outcomes for key individuals involved in coaching strategy 1.4 Develop timelines for coaching strategy implementation in consultation with stakeholders 1.5 Obtain organisational support for coaching strategy in accordance with organisational procedures
2. Prepare for coaching strategy implementation	2.1 Plan coaching program and coaching models to suit coaching strategy and the organisation’s worker and employer issues 2.2 Design induction and training requirements 2.3 Design tools and resources for coaches and trainees 2.4 Analyse legal, regulatory and organisational compliance requirements for coaches 2.5 Establish recruitment processes for coaches and trainees
3. Implement coaching strategy	3.1 Promote coaching program 3.2 Recruit and select coaches and trainees 3.3 Establish tools, mechanisms and procedures for matching and managing coachtrainee relationship 3.4 Induct, match and brief coaches and trainees
4. Monitor and support coaching strategy	4.1 Ensure coaching strategy is implemented consistently with work practices and operational requirements 4.2 Provide coaches with access to professional development and support necessary to acquit their role effectively and efficiently 4.3 Design techniques and practices for resolving differences and problems in coaching relationships 4.4 Monitor coaching relationships to ensure accordance with organisational policies and procedures 4.5 Recognise and acknowledge positive contribution individuals make to coaching activities
5. Review and report on coaching strategy	5.1 Collect, analyse and report data on coaching outcomes at individual or group level, in line with organisational context and needs 5.2 Identify and promote ongoing opportunities for coaching in accordance with individual and organisational context and needs 5.3 Evaluate coaching strategy, document findings and present recommendations for improvement to relevant others

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.5, 2.1-2.5, 3.3, 3.4, 4.1, 4.3, 4.4	Analyses and evaluates information from various sources to plan, implement and review a coaching strategy
Writing	1.2-1.4, 2.1-2.3, 2.5, 3.3, 4.1, 4.3, 5.3	Records results of research and analysis of information and consultations using clear and comprehensible language and layout Documents plans, processes and procedures to support the organisational coaching strategy Reports on outcomes of mentoring program using language and layout appropriate to audience and context
Oral Communication	1.4, 1.5, 3.1, 3.2, 3.4, 4.5, 5.2	Uses appropriate language to provide information and encourage discussion Applies listening and questioning techniques to check and confirm understanding
Numeracy	1.4	Uses basic mathematical calculations and arranges sequential numerical information to develop coaching timelines
Navigate the world of work	1.5, 2.4, 4.1, 4.4, 5.1, 5.2	Adheres to organisational policies, procedures and standards and considers own role in terms of its contribution to broader goals of work environment Adheres to legislation and regulations relevant to own role
Interact with others	1.4, 1.5, 3.1, 3.4, 4.3, 4.5, 5.1, 5.2, 5.3	Tailors communication to achieve its purpose, demonstrating understanding of the needs of particular audiences Collaborates with others to set and facilitate shared outcomes Invests time and energy in building rapport with others as an integral part of all work-based interactions
Get the work done	1.1-1.5, 2.1, 2.5, 3.2, 3.3, 4.2, 4.3, 5.1-5.3	Plans, organises and implements tasks required to plan, implement and monitor coaching in workplace Systematically gathers and analyses relevant information and evaluates options to make informed decisions Evaluates outcomes of decisions to identify opportunities for improvement Uses analytical processes to anticipate or address problems, generating possible solutions depending on differing operational contingencies and environments Uses digital tools to store, access and organise information about the coaching program

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLED806 Plan and implement a coaching strategy	BSBLED706A Plan and implement a coaching strategy	Updated to meet Standards for Training Packages Recoded to meet AQF Standards	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLED806 Plan and implement a coaching strategy

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop a coaching strategy according to organisational needs including:

developing a timeline for implementation of strategy

seeking support from appropriate others

plan and design a coaching program including:

designing tools and resources

analysing compliance requirements

establishing recruitment processes

implement coaching strategy according to operational requirements

ensure coaches are supported according to relevant policies and procedures

monitor, review and report on implementation, utilising coaching data to recommend improvements to the coaching strategy.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain basic coaching techniques

list and describe the components of a coaching strategy

explain coaching program design principles

explain how resource requirements vary according to the coaching program model used

explain the methods used to match and manage coaches and trainees

outline techniques and practices for resolving differences between coaches and trainees

identify legislation, regulations, policies, procedures and guidelines relating to workplace coaching, including confidentiality and privacy requirements

describe how coaching program data is collected and where data is stored

outline methods for evaluating and reporting on coaching programs.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce learning and development field of work and include access to:

workplace policies and procedures

office equipment and resources

case studies and, where available, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMED301 Interpret and apply medical terminology appropriately

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to understand and respond to instructions; to carry out routine tasks and communicate with a range of internal/external clients in a medical environment; as well as use appropriate medical terminology.

It applies to individuals who apply a broad range of competencies in various medical administration contexts. They may exercise discretion and judgment using appropriate knowledge to provide technical advice and support to a team.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Administration – Medical Services Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Respond appropriately to instructions which contain medical terminology	1.1 Receive, interpret and document written and oral instructions using medical terminology 1.2 Use checklists where appropriate 1.3 Interpret abbreviations for specialised medical terminology 1.4 Interpret and adhere to the policies and procedures of the workplace 1.5 Seek clarification when necessary
2. Carry out routine tasks	2.1 Use medical terminology correctly in the completion of routine tasks 2.2 Seek assistance from supervisor or experienced staff member as required
3. Use appropriate medical terminology in oral and written communication	3.1 Use appropriate medical terminology as directed, in oral communication with patients, fellow workers and health professionals 3.2 Use appropriate medical terminology as directed, in written communication with patients, fellow workers and health professionals 3.3 Present written communication to a designated person for verification if required 3.4 Spell and pronounce medical terminology correctly

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.4, 3.2, 3.4	Interprets technical language within various texts Determines how content can be used appropriately in the workplace
Writing	1.1, 1.2, 1.5, 2.1, 3.2, 3.3, 3.4	Uses clear, specific and industry related terminology to complete and update workplace documentation
Oral Communication	1.5, 2.1, 2.2, 3.1, 3.2, 3.4	Pronounces complex and specific words correctly and uses them in the correct context Seeks the view and opinions of others by listening and questioning
Navigate the world of work	1.4	Understands and operates within organisational procedures and policies
Interact with others	1.1, 1.5, 2.2, 3.1-3.3	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role
Get the work done	1.1, 1.2	Plans a range of routine tasks, accepting goals and aiming to achieve them efficiently

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMED301 Interpret and apply medical terminology appropriately	BSBMED301B Interpret and apply medical terminology appropriately	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMED301 Interpret and apply medical terminology appropriately

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

interpret and follow written instructions containing medical terminology

produce documents containing correct medical terminology according to organisational requirements

use medical terminology correctly in oral communications

identify and use appropriate abbreviations for medical terms and associated processes.

Note: if a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline medical terminology relevant to the practice, including the fundamental word structure used in medical terms

outline the relevant policies and procedures

identify sources of information available to check on medical terminology.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the medical services administration field of work and include access to:

office equipment and resources

examples of documentation

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMED302 Prepare and process medical accounts

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to provide advice to patients regarding fee structures and process referrals, as well as prepare and process medical accounts for a range of patients.

This unit applies to individuals who apply a broad range of competencies in various medical administration contexts. They may exercise discretion and judgement using appropriate knowledge to provide technical advice and support to a team.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Administration – Medical Services Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Provide advice to patients about fee structure	1.1 Identify and advise patients of fee schedule for different services 1.2 Advise patients regarding entitlements and rebates 1.3 Schedule medical appointments using appropriate booking and account systems
2. Process referrals to specialist practitioners	2.1 Check referrals to ensure validity 2.2 Follow correct procedures for referral 2.3 File referral letters according to legislation and workplace policies and procedures
3. Prepare medical accounts for bulk billed and private patients	3.1 Accurately follow procedures for billing based on account type 3.2 Identify and cost procedures which are not eligible for Medicate rebate 3.3 Select and complete appropriate account and billing documentation according to workplace and legislative requirements 3.4 Follow procedures for preparing Veterans’ Affairs, workers’ compensation and motor vehicle third party accounts accurately 3.5 Forward medical account to designated person or organisation according to legislation and account processing procedures
4. Process accounts	4.1 Receive and document payments 4.2 Prepare and issue receipts to person or authority according to legislation and workplace policies and procedures 4.3 Reconcile Medicare payments with claims made by the medical practice 4.4 Follow up overdue accounts 4.5 Provide and store financial records and data in accordance with policies and procedures of the workplace

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.3, 2.1, 2.2, 2.3, 3.1-3.5, 4.1-4.5	Recognises text within job specifications and work processes related to the processing and preparation of medical accounts
Writing	1.3, 2.2, 2.3, 3.1-3.5, 4.1-4.5	Records and uses appropriate written communication when preparing medical accounts and in various other medical administration contexts
Oral Communication	1.1, 1.2, 4.4	Uses everyday language with patients to provide advice relating to the fee structure for different services as well as following up overdue accounts
Numeracy	1.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4	Uses basic mathematical calculations and arranges sequential numerical information when dealing with fees and processing medical accounts
Navigate the world of work	2.2, 2.3, 3.1, 3.3, 3.4, 3.5, 4.2, 4.5	Recognises and responds to organisational and legislative requirements for tasks
Get the work done	1.1, 1.3, 2.1, 2.3, 3.1, 3.3, 3.5, 4.1-4.5	Plans and organises workload and commitments to ensure work is completed in a timely manner Uses digitally based systems and technologies to access, organise and present information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMED302 Prepare and process medical accounts	BSBMED302B Prepare and process medical accounts	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMED302 Prepare and process medical accounts

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

provide accurate and clear advice to patients about a range of entitlements and benefits

use an appointment system to schedule medical appointments

process referrals according to legislative and organisational requirements

prepare, process and store medical accounts and payment records according to legislative and organisational requirements

follow up unpaid accounts.

Note: if a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline Medicare entitlements

outline public and private health insurance systems

discuss key aspects of relevant legislation, regulations, standards and codes of practice that affect workplace operations

describe the differences between workers’ compensation, TAC and Veterans’ Affairs claims

explain procedures for patients without a Medicare card or number.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the medical services administration field of work and include access to:

office equipment and resources

examples of documentation

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMED303 Maintain patient records

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to maintain patient records within an existing medical records management system, under the supervision of a senior receptionist or practice manager.

It applies to individuals who apply a broad range of competencies in various medical administration contexts. They are skilled operators who are expected to exercise discretion and judgement in accessing and maintaining patient records while fully respecting patient privacy and the confidentiality of their details.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Administration – Medical Services Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify and clarify own role and procedures for patient recordkeeping	1.1 Determine own role and responsibilities within patient recordkeeping system through consultation with relevant personnel or via organisational policy and procedures manual 1.2 Access documented procedures for patient recordkeeping system and read for understanding 1.3 Seek clarification with relevant personnel of unclear or ambiguous procedures
2. Access patient records	2.1 Gain access to patient records to facilitate patient visit 2.2 Check currency and accuracy of patient demographic and personal details 2.3 Create new records according to enterprise protocols 2.4 Check records following patient visits, for practitioners’ instructions related to follow-up action 2.5 Store patient files following organisational policy and procedures
3. Help maintain records	3.1 Make checks of patient files 3.2 Carry out archiving of patient files as required 3.3 Transfer patient files to another health facility upon appropriate request for patient information
4. Monitor and review own role	4.1 Monitor and review own role and responsibilities in maintaining patient records to identify opportunities for improvements to system and own work practices 4.2 Make recommendations to relevant personnel for improvements to the established procedures and processes for maintaining patient records

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.3, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 4.2	Recognises and interprets a range of everyday workplace information including organisational protocols and medical data
Writing	2.3, 3.2, 3.3, 4.2	Creates and maintains records according to organisational requirements Documents recommendations for improved processes using simple vocabulary and required structure
Oral Communication	1.1, 1.3, 4.2	Uses specific vocabulary and active listening and questioning techniques to confirm understanding
Navigate the world of work	1.1, 2.3, 2.5	Identifies and works within own roles and responsibilities according to organisational procedures and protocols
Interact with others	1.1, 1.3, 4.2	Selects the appropriate form, channel and mode of communication for a specific purpose related to own work Collaborates with others to achieve results in immediate work context
Get the work done	1.1, 2.1, 2.5, 3.1-3.3, 4.1, 4.2	Plans and sequences workload to ensure tasks are completed accurately and in a timely manner Uses analytical skills to determine recommendations for improvement to established processes and procedures

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMED303 Maintain patient records	BSBMED303B Maintain patient records	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMED303 Maintain patient records

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

use record and file management systems to create, access, store and maintain accurate records, according to organisational requirements

identify and recommend improvements to recordkeeping system or own work practices

communicate with relevant people about patient data.

Note: if a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline relevant legislation, regulations, standards and codes of practice that affect patient recordkeeping

explain workplace policies and procedures related to patient recordkeeping, including privacy and confidentiality

describe filing record management processes

explain how medical coding is used to help access and maintain patient records.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the medical services administration field of work and include access to:

a records system

documented procedures

case studies and, where possible, real situations

office equipment and resources.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMED305 Apply the principles of confidentiality, privacy and security within the medical environment

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to apply principles and procedures relating to confidentiality, privacy and security to own work within the medical environment.

It applies to individuals required to maintain confidentiality, privacy and security under legislation, and workplace policies and procedures in a medical environment. It covers working within accepted codes of conduct and following confidentiality, privacy and security provisions.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Administration – Medical Services Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work within accepted codes of conduct	1.1 Ensure work is reviewed and approved by a health practitioner or senior administrator who has delegated tasks 1.2 Keep records up-to-date and complete tasks as required, neatly, accurately and in a timely manner 1.3 Seek clarification with relevant personnel of unclear or ambiguous procedures 1.4 Treat patients, colleagues and health practitioners with respect 1.5 Refer health related matters raised by patients back to medical practitioners 1.6 Act with honesty and integrity at all times 1.7 Communicate conflict of interest or potential conflict of interest promptly to manager or supervisor
2. Follow confidentiality and privacy procedures	2.1 Assess information and requests for information with regard to what is and what is not disclosable 2.2 Use discretion and judgement in all communications 2.3 Discuss patient-related matters within the confines of the facility and with appropriate personnel only 2.4 Seek advice and clarification with relevant personnel where potential confidentiality issues arise in dealings with patients, their families and others
3. Follow security procedures	3.1 Store and appropriately secure patient records and other confidential documentation 3.2 Clearly label and store securely according to organisational policies and procedures, all documents required by legislation to be stored for certain periods 3.3 Ensure drugs, equipment and other materials potentially posing a work health and safety (WHS) threat to others are stored securely at all times

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 2.1, 3.1, 3.2	Recognises familiar text types within job specifications and regulatory requirements and uses different strategies to identify relevant information
Writing	1.2, 3.2	Produces records and labels according to workplace requirements
Oral Communication	1.1, 1.3, 1.4, 1.5, 1.7, 2.4	Uses appropriate language and non-verbal features to provide information Obtains information from others by active listening and questioning
Navigate the work of work	1.6, 2.1, 2.2, 3.1, 3.2, 3.3	Operates according to ethical guidelines and legislative requirements Follows organisational procedures and protocols
Interact with others	1.1, 1.3, 1.4, 1.5, 1.7, 2.2, 2.3, 2.4	Collaborates with others to achieve outcomes, playing an active role in facilitating respectful interactions
Get the work done	1.1, 1.2, 1.7, 2.1, 3.1, 3.2	Plans and sequences workload to ensure tasks are completed accurately and in a timely manner Takes responsibility for the outcomes of routine decisions related directly to own role Recognises and takes responsibility for addressing predictable problems in familiar work contexts Understands the importance of secure information and privacy in relation to own work

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMED305 Apply the principles of confidentiality, privacy and security within the medical environment	BSBMED305B Apply the principles of confidentiality, privacy and security within the medical environment	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMED305 Apply the principles of confidentiality, privacy and security within the medical environment

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

communicate with others according to accepted codes of conduct

assess whether information is disclosable

identify and communicate a conflict of interest

store records and confidential documentation according to organisational requirements

identify and store drugs, equipment and materials requiring secure storage appropriately.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain enterprise policies and procedures for confidentiality, privacy and security

identify relevant legislation relevant to confidentiality, privacy, security, record storage and work health and safety practices.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the medical services administration field of work and include access to:

office equipment and resources

case studies or actual experiences related to confidentiality, privacy and security issues.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMED401 Manage patient recordkeeping system

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage a patient recordkeeping system within a medical environment and to supervise others. It covers clarifying roles and responsibilities, managing the operation of a patient recordkeeping system, and reviewing and improving the system. The unit does not cover the design of a new system but does cover reviews and improvements to an existing system.

It applies to individuals managing an existing recordkeeping system (and sub-systems within the overall system) in a medical context. It may involve supervising the work of other personnel who implement the system and maintain patient records day-to-day. It also involves working with users of the system such as the health practitioners in the enterprise.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Administration – Medical Services Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Clarify how patient records system operates	1.1 Access policies and procedures for patient records 1.2 Consult relevant personnel about how the system operates 1.3 Determine roles and responsibilities for the system operations 1.4 Communicate roles and responsibilities for system operations to relevant personnel
2. Manage operation of patient records system	2.1 Supervise staff maintaining patient records 2.2 Provide staff maintaining patient records with training as required 2.3 Regularly consult staff using patient records about system efficacy 2.4 Maintain integrity of patient records 2.5 Maintain security of patient records 2.6 Stress importance of confidentiality of patient records to all staff, who handle or have access to patient files 2.7 Provide authorisation of transfer of records from the workplace according to policies and procedures 2.8 Archive records as appropriate
3. Review and improve patient records system	3.1 Monitor and review implementation of the system to identify improvements 3.2 Make recommendations to relevant personnel for system improvements 3.3 Implement approved recommendations 3.4 Supervise staff maintaining patient records to implement changes 3.5 Plan and deliver any required training for staff to implement changes made to the system

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.3, 1.4, 2.1, 2.5, 2.7, 2.8, 3.1-3.5	Identifies and interprets relevant information and ideas within organisational texts
Writing	1.4, 2.1, 2.2, 2.3, 2.4, 2.7, 2.8, 3.1-3.5	Creates and maintains records using required words and codes Prepares documentations for others using words and style appropriate to audience and context
Oral Communication	1.2, 1.4, 2.1, 2.2, 2.3, 2.6, 3.2, 3.4, 3.5	Communicates with relevant personnel and uses everyday language to train or supervise staff Asks questions and listens for relevant information in oral texts
Navigate the world of work	1.1, 1.3, 2.6	Identifies and works according to roles and responsibilities, policies and procedures Ensures own and others behaviour is consistent with the expected policies, procedures and responsibilities related to privacy, confidentiality and security in a medical environment
Interact with others	1.2, 1.4, 2.1, 2.2, 2.3, 3.2, 3.4, 3.5	Collaborates with relevant personnel to ensure understanding of the records system Selects and uses appropriate communication practices when providing training or feedback to others
Get the work done	1.1-1.4, 2.1-2.5, 2.8, 3.1-3.5	Plans and organises own and others' tasks to ensure work is completed according to legislative and organisational requirements Uses analytical processes to determine opportunities for improvements to processes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMED401 Manage patient record-keeping system	BSBMED401B Manage patient recordkeeping system	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMED401 Manage patient recordkeeping system

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

manage a patient recordkeeping system and supervise its use

document how records have been accessed and archived by staff or self in accordance with organisational and legislative requirements

provide activities to others that support correct use of a patient record system.

Note: if a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline relevant legislation, regulations, standards and codes of practice for maintaining records in a medical environment

explain enterprise policies and procedures related to:

patient recordkeeping including archiving and records transfer

privacy and confidentiality

access to records

describe filing systems and record management processes

explain how medical coding is used to help access and maintain patient records.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the medical services administration field of work and include access to:

office equipment and resources

documents and records

a records system

documented procedures

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT401 Show leadership in the workplace

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to lead teams and individuals by modelling high standards of conduct to reflect the organisation's standards and values.

It applies to individuals who are making the transition from being a team member to taking responsibility for the work and performance of others and providing the first level of leadership within the organisation. These managers have a strong influence on the work culture, values and ethics of the teams they supervise.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Model high standards of management performance and behaviour	1.1 Ensure management performance and behaviour meets the organisation’s requirements 1.2 Ensure management performance and behaviour serves as a positive role model for others 1.3 Develop and implement performance plans in accordance with organisation’s goals and objectives 1.4 Establish and use key performance indicators to meet organisation’s goals and objectives
2. Enhance organisation’s image	2.1 Use organisation’s standards and values in conducting business 2.2 Question, through established communication channels, standards and values considered to be damaging to the organisation 2.3 Ensure personal performance contributes to developing an organisation which has integrity and credibility
3. Make informed decisions	3.1 Gather and organise information relevant to the issue/s under consideration 3.2 Facilitate individual’s and team’s active participation in decision-making processes 3.3 Examine options and assess associated risks to determine preferred course/s of action 3.4 Ensure decisions are timely and communicate them clearly to individuals and teams 3.5 Prepare plans to implement decisions and ensure they are agreed by relevant individuals and teams 3.6 Use feedback processes effectively to monitor the implementation and impact of decisions

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.3, 1.4, 2.1, 3.1, 3.3, 3.5, 3.6	Gathers, interprets and analyses text relating to organisational goals, standards and values to aid planning and decision making
Writing	1.3, 1.4, 3.1, 3.3, 3.5, 3.6	Records and reports key information related to the organisational goals, standards and objectives Researches, plans and prepares documentation for relevant stakeholders
Oral Communication	1.2, 1.3, 2.2, 2.3, 3.2, 3.4, 3.5, 3.6	Uses appropriate structure and language when developing performance plans, or when seeking and providing information about organisational goals and objectives
Numeracy	1.4	Identifies and comprehends mathematical information in familiar texts to establish key performance indicators
Navigate the world of work	1.1, 1.2, 1.3, 1.4, 2.1, 2.3	Understands how own role meshes with others and contributes to broader work goals Monitors adherence to organisational policies and procedures and considers own role in terms of its contribution to broader goals of the work environment
Interact with others	1.2, 1.3, 2.2, 2.3, 3.2, 3.4, 3.5, 3.6	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective outcomes Recognises the importance of taking audience, purpose and contextual factors into account when making decisions about what to communicate with whom, why and how
Get the work done	1.1, 1.3, 1.4, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6	Develops plans to manage relatively complex, non-routine tasks with an awareness of how they contribute to longer term operational and strategic goals Uses systematic, analytical processes in complex, non-routine situations, setting goals, gathering relevant information and identifying and evaluating options against agreed criteria Evaluates effectiveness of decisions in terms of how well they meet stated goals

Range of Conditions

This section specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.

Organisation’s standards and values must be identified by considering:	explicitly stated values values that are implied by the way the organisation conducts its business.

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT401 Show leadership in the workplace	BSBMGT401A Show leadership in the workplace	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT401 Show leadership in the workplace

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify the organisation’s standards and values, whether stated or implied by the way the organisation conducts its business

evaluate own behaviour and performance against these and adjust to achieve required standards

develop and implement performance plans and key performance indicators (KPIs) to meet organisation’s goals and objectives

use established communication channels to raise questions about standards and values that may be damaging to the organisation

ensure own behaviour and performance contributes to the integrity and credibility of the organisation

facilitate processes to make decisions that are based on:

relevant information

examination of options and associated risks

input from relevant people

communicate about making and implementing decisions including:

facilitating agreement on the preferred course of action and implementation plans

monitoring and feedback on the implementation and impact of decisions.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain how to identify an organisation’s standards and values when they are:

stated

implied

articulate organisational values and expectations of behaviour

explain basic theory of group behaviour

outline the organisation’s process for raising questions about standards and values

give examples of behaviours and performance that would typically be considered damaging to an organisation

explain concepts including:

organisational values

role modelling

integrity and credibility

leadership.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT402 Implement operational plan

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to implement the operational plan by monitoring and adjusting operational performance, planning and acquiring resources and providing reports on performance as required.

It applies to individuals who plan activities to achieve the measurable, stated objectives of the team and the organisation. At this level work will normally be carried out within routine and non-routine methods and procedures which require planning, evaluation, leadership and guidance of others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Implement operational plan	1.1 Collate, analyse and organise details of resource requirements in consultation with relevant personnel, colleagues and specialist resource managers 1.2 Implement operational plans to contribute to the achievement of organisation’s performance/business plan 1.3 Identify and use key performance indicators (KPIs) to monitor operational performance 1.4 Manage contingencies by adjusting the implementation of the operational plan in consultation with others 1.5 Provide assistance in the development and presentation of proposals for resource requirements in line with operational planning processes
2. Implement resource acquisition	2.1 Recruit and induct employees within organisation’s policies, practices and procedures 2.2 Implement plans for acquisition of physical resources and services within organisation’s policies, practices and procedures and in consultation with relevant personnel
3. Monitor operational performance	3.1 Monitor performance systems and processes to assess progress in achieving profit/productivity plans and targets 3.2 Analyse and use budget and actual financial information to monitor profit/productivity performance 3.3 Identify unsatisfactory performance and take prompt action to rectify the situation according to organisational policies 3.4 Provide mentoring, coaching and supervision to support individuals and teams to use resources effectively, economically and safely 3.5 Present recommendations for variation to operational plans to the designated persons/groups and gain approval 3.6 Implement systems, procedures and records associated with performance in accordance with organisation’s requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	3.4	Actively reinforces learning by applying new knowledge and skills in mentoring, coaching and supervising others
Reading	1.1-1.5, 2.1, 2.2, 3.1, 3.2, 3.6	Identifies, interprets, analyses and reviews textual information related to the operational plan and monitoring of operational performance
Writing	1.1-1.5, 2.1, 2.2, 3.2-3.6	Communicates relationships between ideas and information, matching style of writing to purpose and audience Researches, plans and prepares workplace documentation for relevant stakeholders using organisational formats
Oral Communication	1.1, 1.4, 1.5, 2.1, 2.2, 3.3, 3.4, 3.5	Participates in a variety of spoken exchanges with a range of audiences varying structure and language to suit the audience
Numeracy	1.1, 1.2, 1.3, 1.4, 1.5, 2.2, 3.1, 3.2, 3.3	Selects and uses familiar mathematical techniques to organise timely supply of adequate resources for the operational plan and to use budgetary information to monitor performance
Navigate the world of work	1.5, 2.1, 2.2, 3.3, 3.4, 3.6	Monitors adherence to organisational policies and procedures and considers own role in terms of its contribution to broader goals of the work environment
Interact with others	1.1, 1.4, 1.5, 2.1, 2.2, 3.3, 3.4, 3.5	Selects and uses appropriate conventions and protocols when communicating with diverse individuals to build rapport, seek or present information Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group communication, influencing direction and taking a leadership role on occasion
Get the work done	1.1, 1.2, 1.3, 1.4, 1.5, 2.2, 3.1, 3.2, 3.3, 3.6	Takes responsibility for planning, organising, implementing and monitoring tasks required to achieve required outcomes Uses systematic, analytical processes in complex, non-routine situations, setting goals, gathering relevant information and identifying and evaluating options against agreed criteria Evaluates effectiveness of decisions in terms of how well they met stated goals Recognises and addresses an increasing range of familiar problems by implementing contingency plans

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT402 Implement operational plan	BSBMGT402A Implement operational plan	Updated to meet Standards for Training Packages. Edits to clarify intent of Performance Criteria.	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT402 Implement operational plan

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

interact with a range of people/groups to identify resource requirements, performance objectives, systems, procedures and records relating to the operational plan

vary the operational plan and gain approval to deal with contingencies

monitor operational performance against the performance objectives and budgets and take action to rectify unsatisfactory performance

plan and acquire physical and human resources using organisation’s systems and procedures

manage and support personnel to achieve performance objectives. including inducting new employees and providing mentoring and coaching

present information and recommendations to support implementation and variation of the operational plan

document and provide reports on performance as required by the organisation.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe performance monitoring systems and processes

describe methods for problem solving

explain how organisational policies and procedures relate to the operational plan.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

organisational operational plans, policies and procedures

workplace documentation and resources including budgets, physical and human resource procurement documentation, employee induction and performance monitoring procedures

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT403 Implement continuous improvement

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to implement the organisation’s continuous improvement systems and processes. It covers using systems and strategies to actively encourage the team to participate in the process, monitoring and reviewing performance, and identifying opportunities for further improvements.

It applies to managers who have an active role in implementing the continuous improvement process to achieve the organisation's objectives. Their position is closely associated with the creation and delivery of products and services which means that they have an important role in influencing the ongoing development of the organisation.

At this level, work will normally be carried out within routine and non-routine methods and procedures, which require planning, evaluation, leadership and guidance of others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Implement continuous improvement systems and processes	1.1 Implement systems to ensure that individuals and teams are actively encouraged and supported to participate in decision making processes, assume responsibility and exercise initiative 1.2 Communicate the organisation’s continuous improvement processes to individuals and teams, and obtain feedback 1.3 Ensure effective mentoring and coaching allows individuals and teams to implement the organisation’s continuous improvement processes
2. Monitor and review performance	2.1 Use the organisation’s systems and technology to monitor and review progress and to identify ways in which planning and operations could be improved 2.2 Improve customer service through continuous improvement techniques and processes 2.3 Formulate and communicate recommendations for adjustments to those who have a role in their development and implementation
3. Provide opportunities for further improvement	3.1 Implement processes to ensure that team members are informed of savings and productivity/service improvements in achieving the business plan 3.2 Document work performance to aid the identification of further opportunities for improvement 3.3 Manage records, reports and recommendations for improvement within the organisation’s systems and processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.1, 3.2, 3.3	Evaluates and integrates facts and ideas to construct meaning from a range of text types in an effort to implement continuous improvement systems and processes
Writing	1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3	Selects vocabulary, grammatical structures and conventions appropriate to text Researches, plans and prepares continuous improvement documentation for relevant stakeholders
Oral Communication	1.2, 1.3, 2.3	Participates in a variety of spoken exchanges with a range of audiences using structure and language to suit the audience
Navigate the world of work	2.1	Monitors adherence to organisational policies and procedures and considers own role in terms of its contribution to broader goals of the work environment
Interact the work of others	1.2, 1.3, 2.3, 3.1	Selects and uses appropriate conventions and protocols when communicating with diverse individuals to seek or share information Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group communication, influencing direction and taking a leadership role on occasion
Get the work done	1.1, 1.3, 2.1, 2.2, 3.1, 3.2, 3.3	Takes responsibility for planning and organising own workload to achieve required outcomes Uses systematic, analytical processes in complex, non-routine situations, setting goals, gathering relevant information and identifying and evaluating options against agreed criteria Evaluates effectiveness of decisions in terms of how well they meet stated goals Uses digital applications to access and filter data, extract, organise, integrate and share relevant information Recognises the potential of new approaches to enhance work practices and outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT403 Implement continuous improvement	BSBMGT403A Implement continuous improvement	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT403 Implement continuous improvement

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

implement continuous improvement systems and provide mentoring and coaching support to enable individuals and teams to participate in decisions, take responsibility, show initiative and implement improvement processes

implement processes to inform team members about savings and productivity/service improvements achievements

communicate effectively to support the continuous improvement system and implementation of improvements

apply continuous improvement to customer services including internal and external customers

implement, monitor and adjust improvement plans, processes and procedures to improve performance

document performance to identify further opportunities for improvement

manage records and reports within the organisation’s systems and procedures.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

give examples of continuous improvement processes

list typical areas of need for coaching and mentoring to support continuous improvement

explain how change management techniques can support continuous improvement and initiative

identify the organisation’s systems and data that can be used for benchmarking and monitoring performance for continuous improvement.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT406 Plan and monitor continuous improvement

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to plan and monitor the organisation’s continuous improvement systems and processes.

It applies to individuals who use various systems and strategies to actively encourage a team to monitor and review performance, identifying opportunities for improvements.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan continuous improvement systems and processes	1.1 Plan systems according to organisational policy to ensure individuals and teams are actively encouraged and supported to participate in decision-making processes, assume responsibility and exercise initiative 1.2 Communicate the organisation’s continuous improvement processes to individuals and teams, and obtain feedback 1.3 Ensure effective mentoring and coaching allow individuals and teams to implement the organisation’s continuous improvement processes 1.4 Support efforts to enhance sustainable and environmentally-friendly work practices in accordance with the organisation’s continuous improvement processes
2. Monitor and review performance	2.1 Use the organisation’s systems and technology according to agreed operational processes to monitor and review progress and to identify ways planning and operations could be improved 2.2 Improve customer service through continuous improvement techniques and processes according to requirements of the organisation’s continuous improvement systems and processes 2.3 Formulate and communicate recommendations for adjustments to those who have a role in their development and implementation
3. Provide opportunities for further improvement	3.1 Implement processes to ensure team members are informed of savings and productivity or service improvements in line with requirements of the business plan 3.2 Record work performance to assist in identifying further opportunities for improvement following agreed organisational recordkeeping processes 3.3 Manage records, reports and recommendations for improvement within the organisation’s systems and processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.1, 2.2, 3.1-3.3	Selects and applies a range of reading strategies as appropriate to plan and monitor continuous improvement processes
Writing	1.1, 1.2, 2.1, 2.3, 3.1-3.3	Plans, monitors and communicates relationships relating to continuous improvement process, matching style of writing to purpose and audience
Oral Communication	1.1-1.3, 2.3, 3.1	Selects and uses appropriate strategies to establish and maintain spoken communication to gain commitment of individuals and teams to continuously improve
Navigate the world of work	1.1, 1.4, 2.1, 2.2, 3.1, 3.2	Adheres to organisational policies, procedures and business plans and considers own role for its contribution to broader goals of the work environment
Interact with others	1.1-1.3, 2.3, 3.1	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role Demonstrates an increasing awareness of the interplay of factors involved in any group interaction Recognises importance of taking audience, purpose and contextual factors into account when making decisions about what to communicate, with whom, why and how
Get the work done	1.1, 1.3, 2.1, 2.2, 3.1, 3.3	Uses logical planning processes, and an increasingly intuitive understanding of context, to identify and plan ongoing improvements within the organisation Uses systematic, analytical processes in complex, non-routine situations, setting goals, gathering relevant information and identifying and evaluating options against agreed criteria Selects or supports new ideas based on their contribution to achievement of broader goals Uses digital systems and tools to achieve work goals

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT406 Plan and monitor continuous improvement	BSBMGT406A Plan and monitor continuous improvement	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT406 Plan and monitor continuous improvement

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

implement, monitor and adjust plans, processes and procedures to improve performance

demonstrate ways to support others to implement continuous improvement systems and processes

identify and report opportunities for further improvement.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain relevant principles and techniques associated with:

benchmarking

best practice

change management

continuous improvement systems and processes

quality systems.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT502 Manage people performance

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage the performance of staff who report to them directly. Development of key result areas and key performance indicators and standards, coupled with regular and timely coaching and feedback, provide the basis for performance management.

It applies to individuals who manage people. It covers work allocation and the methods to review performance, reward excellence and provide feedback where there is a need for improvement.

The unit makes the link between performance management and performance development, and reinforces both functions as a key requirement for effective managers.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Allocate work	1.1 Consult relevant groups and individuals on work to be allocated and resources available 1.2 Develop work plans in accordance with operational plans 1.3 Allocate work in a way that is efficient, cost effective and outcome focussed 1.4 Confirm performance standards, Code of Conduct and work outputs with relevant teams and individuals 1.5 Develop and agree performance indicators with relevant staff prior to commencement of work 1.6 Conduct risk analysis in accordance with the organisational risk management plan and legal requirements
2. Assess performance	2.1 Design performance management and review processes to ensure consistency with organisational objectives and policies 2.2 Train participants in the performance management and review process 2.3 Conduct performance management in accordance with organisational protocols and time lines 2.4 Monitor and evaluate performance on a continuous basis
3. Provide feedback	3.1 Provide informal feedback to staff on a regular basis 3.2 Advise relevant people where there is poor performance and take necessary actions 3.3 Provide onthejob coaching when necessary to improve performance and to confirm excellence in performance 3.4 Document performance in accordance with the organisational performance management system 3.5 Conduct formal structured feedback sessions as necessary and in accordance with organisational policy
4. Manage follow up	4.1 Write and agree on performance improvement and development plans in accordance with organisational policies 4.2 Seek assistance from human resources specialists, where appropriate 4.3 Reinforce excellence in performance through recognition and continuous feedback 4.4 Monitor and coach individuals with poor performance 4.5 Provide support services where necessary 4.6 Counsel individuals who continue to perform below expectations and implement the disciplinary process if necessary 4.7 Terminate staff in accordance with legal and organisational requirements where serious misconduct occurs or ongoing poorperformance continues

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	2.2, 3.3, 4.4	Consolidates and improves own knowledge and skills by coaching, mentoring or training others
Reading	1.2, 1.6, 2.4	Gathers, interprets and analyses texts in organisational documents to facilitate performance management
Writing	1.2, 1.4, 1.5, 1.6, 2.1, 2.3, 2.4, 3.4, 3.5, 4.1, 4.7	Plans and prepares documents for allocating work and managing performance suitable for the target audience and in accordance with organisational requirements
Oral Communication	1.1, 1.4, 1.5, 2.2, 2.3, 3.1, 3.2, 3.3, 3.5, 4.2-4.7	Uses language and structure appropriate to context and audience to explain expected standards of performance, provide feedback and coach staff
Numeracy	1.3, 1.4, 1.5, 1.6, 2.1, 2.4, 3.4, 4.1	Extracts and evaluates mathematical information embedded in a range of tasks and text relating to performance standards and risk analysis
Navigate the world of work	1.2, 1.6, 2.1, 2.3, 3.4, 3.5, 4.1, 4.7	Appreciates the implications of legal and regulatory responsibilities related to own work and the organisation as a whole Monitors adherence to organisational policies and procedures
Interact with others	1.1, 1.3, 1.4, 1.5, 2.2, 3.1, 3.2, 3.3, 4.2-4.6	Recognises and applies the protocols governing what to communicate to whom and how in a range of work contexts Collaborates with others to achieve joint outcomes, influencing direction and taking a leadership role on occasion
Get the work done	1.2, 1.3, 1.5, 1.6, 2.1, 2.4, 4.1, 4.2	Sequences and schedules complex activities, monitors implementation and manages relevant communication Seeks advice, feedback and support as required to assist in the decision-making process Uses experiences to reflect on the ways in which variables impact on performance

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT502 Manage people performance	BSBMGT502B Manage people performance	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT502 Manage people performance

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

consult with relevant stakeholders to identify work requirements, performance standards and agreed performance indicators

develop work plans and allocate work to achieve outcomes efficiently and within organisational and legal requirements

monitor, evaluate and provide feedback on performance and provide coaching or training, as needed

reinforce excellence in performance through recognition and continuous feedback

seek assistance from human resources specialists where appropriate

keep records and documentation in accordance with the organisational performance management system.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline relevant legislative and regulatory requirements

outline relevant awards and certified agreements

explain performance measurement systems utilised within the organisation

explain unlawful dismissal rules and due process

describe staff development options and information.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant legislation

workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT516 Facilitate continuous improvement

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to lead and manage continuous improvement systems and processes. Particular emphasis is on the development of systems and the analysis of information to monitor and adjust performance strategies, and to manage opportunities for further improvements.

It applies to individuals who take an active role in managing a continuous improvement process in order to achieve an organisation’s objectives.

At this level, work will normally be carried out using complex and diverse methods and procedures which require the exercise of considerable discretion and judgement, using a range of problem-solving and decision-making strategies.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Lead continuous improvement systems and processes	1.1 Develop strategies to ensure that team members are actively encouraged and supported to participate in decision-making processes, assume responsibility and exercise initiative as appropriate 1.2 Establish systems to ensure that the organisation’s continuous improvement processes are communicated to stakeholders 1.3 Ensure that change and improvement processes meet sustainability requirements 1.4 Develop effective mentoring and coaching processes to ensure that individuals and teams are able to implement and support the organisation’s continuous improvement processes 1.5 Ensure that insights and experiences from business activities are captured and accessible through knowledge management systems
2. Monitor and adjust performance strategies	2.1 Develop strategies to ensure that systems and processes are used to monitor operational progress and to identify ways in which planning and operations could be improved 2.2 Adjust and communicate strategies to stakeholders according to organisational procedures
3. Manage opportunities for further improvement	3.1 Establish processes to ensure that team members are informed of outcomes of continuous improvement efforts 3.2 Ensure processes include recording of work team performance to assist in identifying further opportunities for improvement 3.3 Consider areas identified for further improvement when undertaking future planning

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 3.3	Identifies and extracts relevant information from a range of complex texts Locates, interprets and analyses workplace documentation to gather information relating to continuous improvement
Writing	1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 3.1-3.3	Develops complex texts related to continuous improvement processes according to organisational requirements Ensures the vocabulary, grammatical structures and conventions are appropriate for the context and target audience
Oral Communication	1.1, 1.2, 1.4, 2.2	Presents information to a range of audiences using appropriate structure and language Listens and comprehends information from a variety of spoken exchanges with clients, co-workers and other stakeholders Confirms understanding through questioning and active listening
Navigate the world of work	1.1-1.3, 2.1, 2.2	Develops strategies to enable compliance with legislative requirements and achievement of the organisation’s goals Monitors adherence to organisational policies, procedures and protocols and considers own role in terms of its contribution to broader goals of the work environment
Interact with others	1.1, 1.2, 1.4, 2.2	Identifies and uses appropriate conventions and protocols when communicating with colleagues and external stakeholders Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction and influencing direction
Get the work done	1.1, 1.2, 1.4, 1.5, 2.1, 3.1, 3.2, 3.3	Takes responsibility for developing, implementing and monitoring systems and processes to achieve organisational outcomes Uses analytical and lateral thinking to review current practices and develop ideas for improvement Reflects on the ways in which digital systems and tools are used, or could be used, to achieve work goals

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT516 Facilitate continuous improvement	BSBMGT516C Facilitate continuous improvement	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT516 Facilitate continuous improvement

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to establish systems and processes for continuous improvement that:

facilitate effective contributions to and communications about continuous improvement processes and outcomes

address sustainability requirements

incorporate mentoring, coaching and other support to enable people to participate effectively in continuous improvement processes

capture insights, experiences and ideas for improvements and incorporate them into the organisation’s knowledge management systems and future planning.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain how systems and procedures can support effective continuous improvement

explain how continuous improvement systems and processes relate to other business systems and requirements including, knowledge management, quality, performance management and sustainability.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT517 Manage operational plan

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop and monitor implementation of the operational plan to provide efficient and effective workplace practices within the organisation’s productivity and profitability plans.

Management at a strategic level requires systems and procedures to be developed and implemented to facilitate the organisation’s operational plan.

This unit applies to individuals who manage the work of others and operate within the parameters of a broader strategic and/or business plan.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop operational plan	1.1 Research, analyse and document resource requirements and develop an operational plan in consultation with relevant personnel, colleagues and specialist resource managers 1.2 Develop and/or implement consultation processes as an integral part of the operational planning process 1.3 Ensure the operational plan includes key performance indicators to measure organisational performance 1.4 Develop and implement contingency plans for the operational plan 1.5 Ensure the development and presentation of proposals for resource requirements is supported by a variety of information sources and seek specialist advice as required 1.6 Obtain approval for the plan from relevant parties and explain the plan to relevant work teams
2. Plan and manage resource acquisition	2.1 Develop and implement strategies to ensure that employees are recruited and/or inducted within the organisation’s human resources management policies, practices and procedures 2.2 Develop and implement strategies to ensure that physical resources and services are acquired in accordance with the organisation’s policies, practices and procedures 2.3 Recognise and incorporate requirements for intellectual property rights and responsibilities in recruitment and acquisition of resources and services
3. Monitor and review operational performance	3.1 Develop, monitor and review performance systems and processes to assess progress in achieving profit and productivity plans and targets 3.2 Analyse and interpret budget and actual financial information to monitor and review profit and productivity performance 3.3 Identify areas of under-performance, recommend solutions and take prompt action to rectify the situation 3.4 Plan and implement systems to ensure that mentoring and coaching are provided to support individuals and teams to effectively, economically and safely use resources 3.5 Negotiate recommendations for variations to operational plans and gain approval from designated persons/groups 3.6 Develop and implement systems to ensure that procedures and records associated with documenting performance are managed in accordance with organisational requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.5, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.6	Identifies and extracts relevant information from a range of complex texts Gathers, interprets and analyses workplace documentation to determine requirements for the operational plan
Writing	1.1-1.5, 2.1, 2.2, 3.1-3.6	Develops and documents a range of detailed texts relating to the management of an operational plan according to organisational requirements Ensures the vocabulary, grammatical structures and conventions are appropriate for the context and target audience
Oral Communication	1.1, 1.2, 1.5, 1.6, 3.4, 3.5	Presents information to a range of audiences using appropriate register, vocabulary and paralinguistic features Listens and comprehends information from a variety of spoken exchanges with clients, co-workers and other stakeholders Confirms understanding through questioning and active listening
Numeracy	1.1, 1.3, 1.4, 3.1-3.4	Selects and uses mathematical problem-solving strategies to organise resource requirements, performance benchmarks and financial viability of the operational plan
Navigate the world of work	2.1, 2.2, 3.4, 3.6	Monitors adherence to organisational policies, procedures and considers own role in terms of its contribution to broader goals of the work environment Appreciates the implications of legal responsibilities with specific reference to health and safety
Interact with others	1.1, 1.2, 1.5, 1.6, 3.5	Identifies and uses appropriate conventions and protocols when communicating with colleagues and external stakeholders Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role on occasion
Get the work done	1.1-1.5, 2.1, 2.2, 3.1, 3.3, 3.4, 3.6	Takes responsibility for developing and implementing systems and processes to achieve organisational objectives, seeking advice, feedback and support as required to assist in the development and planning phase Sequences and schedules complex activities, monitors implementation, and manages relevant communication Uses systematic analytical processes to aid decision making, identify potential problems and generate contingency plans or solutions

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT517 Manage operational plan	BSBMGT515A Manage operational plan	Updated to meet Standards for Training Packages. Edits to clarify intent of Performance Criteria. Additional performance criterion and evidence for intellectual property.	No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT517 Manage operational plan

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop and implement an operational plan using a variety of information sources and consultation (including using specialist advice if required) which includes:

resource requirements

key performance indicators

monitoring processes

contingency plans

communicate effectively with relevant stakeholders to explain the plan and supporting information, seek approvals, negotiate variations and engage work teams

develop and implement strategies to achieve the operational plan within the organisation’s policies, practices and procedures including:

recruiting, inducting and developing personnel

acquiring physical resources and services

protecting intellectual property

making variations to the plan

monitoring and documenting performance.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe models and methods for operational plans

explain the role of an operational plan in achieving the organisation’s objectives

explain budgeting processes

list alternative approaches to developing key performance indicators to meet business objectives

outline the legislative and regulatory context relevant to the operational plan of the organisation

outline the organisation’s policies, practices and procedures that directly relate to the operational plan.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant legislation and regulations

workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT605 Provide leadership across the organisation

Modification History

Release	Comments
Version 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to demonstrate senior leadership behaviour and personal and professional competence. Business ethics are also addressed in this unit.

It applies to individuals who have a role in inspiring and motivating others to achieve organisational goals and to model professionalism in their organisation and industry. Leadership is seen in the context of the organisational mission.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Communicate organisational mission and goals	1.1 Clarify objectives, values and standards in accordance with organisation’s strategic direction 1.2 Establish linkages between organisational objectives, values and standards and the responsibilities of relevant groups and individuals 1.3 Ensure media and language used is appropriate to individuals and group circumstances 1.4 State clear expectations of internal groups and individuals and explain in a manner which builds commitment to the organisation 1.5 Address expectations of the organisation 1.6 Investigate incidents promptly and communicate results clearly to relevant groups and individuals
2. Influence groups and individuals	2.1 Build trust, confidence and respect of diverse groups and individuals through positive role modelling and effective communication and consultation 2.2 Embrace, resource and effectively implement improvements to organisational and workplace culture 2.3 Demonstrate understanding of the global environment and new technology in work activities 2.4 Ensure actions convey flexibility and adaptability to change and accessibility 2.5 Ensure consultation and participation in decision making occurs with relevant groups and individuals where appropriate 2.6 Ensure decision making takes into account needs and expectations of both internal and external groups 2.7 Ensure decision making occurs in accordance with risk management plans for all options, and within appropriate timeframes 2.8 Ensure that the organisation is represented positively in the media and community
3. Build and support teams	3.1 Assign accountabilities and responsibilities to teams consistent with their competencies and operational plans 3.2 Ensure teams are resourced to allow them to achieve their objectives 3.3 Empower teams and individuals through effective delegation and support for their initiatives 3.4 Create and maintain a positive work environment 3.5 Encourage teams and individuals to develop innovative approaches to the performance of work
4. Demonstrate personal and professional competence	4.1 Model ethical conduct in all areas of work and encourage others to adopt business ethics 4.2 Adapt appropriate interpersonal and leadership styles to meet particular circumstances and situations 4.3 Set and achieve personal objectives and work program outcomes 4.4 Ensure self-performance and professional competence is continuously improved through engagement in a range of professional development activities 4.5 Participate regularly in industry/professional networks and groups

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	4.3, 4.4, 4.5	Actively looks for and accepts ways to maintain and improve own skills and knowledge
Reading	1.2, 1.3, 1.6, 2.7, 4.4, 4.5	Evaluates and integrates facts and ideas to construct meaning from a range of text types
Writing	1.1, 1.2, 1.3, 1.4, 1.6, 3.1, 4.3	Records and reports key information related to the outcomes of the job to interact effectively and appropriately with the team Researches, plans and prepares documentation using format and language appropriate to the audience
Oral Communication	1.1, 1.2, 1.4, 1.5, 1.6, 2.1, 2.5, 3.1, 3.3, 3.4, 3.5, 4.1, 4.2	Participates in a variety of spoken exchanges with clients, co-workers and stakeholders using structure and language appropriate to context and audience
Navigate the world of work	1.1, 1.2, 1.5, 1.6, 2.8, 3.1, 4.1	Works autonomously making high level decisions related to the achievement of organisational goals Reflects on designation of roles and responsibilities and how everyone’s role contributes to broader organisational goals Appreciates the implications of ethical and other organisational responsibilities in carrying out own role
Interact with others	1.3, 1.4, 1.6, 2.1, 2.4, 3.1, 3.3, 3.4, 3.5, 4.1, 4.2	Demonstrates sophisticated control over oral, visual and/or written formats, drawing on a range of communication practices to achieve goals Identifies strengths and limitations of own interpersonal skills and addresses areas that would benefit from further development Recognises the importance of building rapport in order to establish effective working relationships and inspire trust and confidence Collaborates and cooperates with others, playing an active role in leading and facilitating effective group interaction and influencing direction Facilitates a climate in which others feel comfortable to identify, explore and build on a variety of perspectives in order to achieve shared outcomes
Get the work done	1.1, 1.2, 1.6, 2.2-2.7, 3.1, 3.2, 3.5	Accepts responsibility for planning and sequencing complex tasks and workload of self and others, negotiating key aspects with others taking into account capabilities, efficiencies and effectiveness Applies problem solving processes to identify risks, evaluate options and determine solutions Facilitates a climate in which creativity and innovation are accepted as an integral part of achieving outcomes Actively identifies systems, devices and applications with potential to meet current and/or future needs

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT605 Provide leadership across the organisation	BSBMGT605B Provide leadership across the organisation	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT605 Provide leadership across the organisation

Modification History

Release	Comments
Version 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to use interpersonal and risk management skills to:

clearly communicate the organisation’s objectives, values and standards to a range of stakeholders using appropriate media and language

influence, support and provide resources for individuals and groups to:

participate in consultations and decision making processes

contribute to innovation and improvements

achieve their responsibilities and objectives

facilitate consultative decision making processes with relevant internal and external stakeholders

demonstrate ethical conduct and professional competence and continuing professional development

encourage others to adopt business ethics and build their commitment to the organisation.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain business ethics and their application to leadership

outline leadership styles and their application in supporting the organisation’s mission, objectives and values

explain the impact of legislation in providing leadership in the organisation

explain the organisation’s mission, purpose and values

describe organisation objectives, plans and strategies

explain organisational change processes.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant legislation, regulation, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT608 Manage innovation and continuous improvement

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to sustain and develop an environment in which continuous improvement, innovation and learning are promoted and rewarded.

It applies to people with managerial responsibilities who aim to build a better and more effective work environment. Continuous improvement and innovation have links with the model of the learning organisation and people working at this level play an important role in building the culture, values and attitudes of the organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Review programs, systems and processes	1.1 Establish strategies to monitor and evaluate performance and sustainability of key systems and processes 1.2 Undertake detailed analyses of supply chains, and operational, product and service delivery systems 1.3 Identify performance measures, and assessment tools and techniques, and evaluate their effectiveness 1.4 Analyse performance reports and variance from plans for key result areas of the organisation 1.5 Identify and analyse changing trends and opportunities relevant to the organisation 1.6 Seek advice from specialists, where appropriate, to identify technology and electronic commerce opportunities
2. Develop options for continuous improvement	2.1 Brief groups on performance improvement strategies and innovation as an essential element of competition 2.2 Foster creative climate and organisational learning by promoting interaction within and between work groups 2.3 Encourage, test and recognise new ideas and entrepreneurial behaviour where successful 2.4 Accept failure of an idea during trialling and recognise, celebrate and embed success into systems 2.5 Undertake risk management and cost-benefit analysis for each option or idea approved for trial 2.6 Approve innovations through agreed organisational processes
3. Implement innovative processes	3.1 Promote continuous improvement and sustainability as essential to doing business 3.2 Address the impact of change and consequences for people and implement transition plans 3.3 Ensure objectives, timeframes, measures and communication plans are in place to manage implementation 3.4 Implement contingency plans in the event of non-performance 3.5 Follow up failure by prompt investigation and analysis of causes and manage emerging challenges and opportunities effectively 3.6 Ensure that learnings from activities are captured and managed to inform future work 3.7 Regularly evaluate continuous improvement systems and processes 3.8 Communicate costs and benefits of innovations and improvements to relevant groups and individuals

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	3.6	Plans and implements strategies to review and improve own performance
Reading	1.1-1.5, 2.5, 2.6, 3.2-3.5, 3.7	Analyses, evaluates and integrates facts and ideas to construct meaning from a range of text types
Writing	1.1-1.5, 2.1, 2.5, 3.2, 3.3, 3.5, 3.6, 3.7, 3.8	Integrates information and ideas from a range of sources, utilising appropriate support materials Communicates complex relationships between ideas and information, matching style of writing to purpose and audience
Oral Communication	1.6, 2.1-2.4, 3.1, 3.5, 3.8	Participates in a variety of spoken exchanges with co-workers and stakeholders when developing options and implementing the continuous improvement plan
Numeracy	1.1-1.5, 2.5, 3.3	Selects and interprets mathematical information to analyse performance Performs calculations required to establish timeframes, cost-benefits and measures for continuous improvement and innovation processes
Navigate the world of work	2.6	Adheres to organisational policies and procedures and considers own role in terms of its contribution to broader goals of the work environment
Interact with others	1.6, 2.1-2.4, 3.1, 3.5, 3.8	Recognises the importance of taking audience, purpose and contextual factors into account when making decisions about what to communicate, with whom, why and how Recognises the importance of building rapport to establish positive and effective working relationships Collaborates with others to achieve joint outcomes, playing an active role in encouraging innovation and facilitating effective group interaction
Get the work done	1.1, 1.2, 1.3, 1.5, 1.6, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.7	Plans, organises, implements or reviews organisational strategies, systems and processes Applies problem-solving processes to identify risks, evaluate options and determine solutions Uses lateral and analytical thinking to evaluate options against needs, resources and constraints before making decisions Facilitates a climate in which creativity and innovation are accepted as an integral part of achieving outcomes Recognises that the current way is only one way of doing something and explores possibilities that challenge current approaches Actively identifies systems, devices and applications with potential to meet current and or future needs, with the help of specialists

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT608 Manage innovation and continuous improvement	BSBMGT608C Manage innovation and continuous improvement	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT608 Manage innovation and continuous improvement

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

analyse and evaluate systems and performance in key areas of the organisation and identify opportunities for improvement, seeking advice from experts as appropriate

promote the value of creativity, innovation and sustainability and recognise successes

support the testing and trialling of new ideas and undertake risk management and cost-benefit analysis for options

plan for and implement improvements using organisation’s processes for approvals, project management and change management

facilitate effective contributions to and communications about continuous improvement and innovation

capture insights, experiences and ideas for improvements and incorporate them into the organisation’s knowledge management systems and future planning.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline cost-benefit analysis methods

describe creativity and innovation theories and concepts

list organisational learning principles

identify quality management and continuous improvement theories

describe relevant risk management concepts

outline relevant sustainability practices.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT616 Develop and implement strategic plans

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to establish the strategic direction of the organisation, sustain competitive advantage and enhance competitiveness. It covers analysis and interpretation of relevant markets, capability assessment of the organisation and analysis of the organisation’s existing and potential competitors and allies. It also covers implementation of the strategic plan and developing specific actions and initiatives that will be undertaken by people working in various roles.

It applies to individuals working in senior roles in the organisation who have responsibility for ensuring that the organisation is positioned to ensure its long-term viability and success.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Confirm organisational vision and mission	1.1 Check with stakeholders that organisational vision and mission are still held to be current and are supported 1.2 Make any changes or refinements to vision or mission statement as required 1.3 Review or develop organisational values to support the vision and mission statement 1.4 Gain support for strategic planning process from all relevant stakeholders
2. Analyse the internal and external environment	2.1 Determine information requirements and undertake or commission research to deliver relevant information 2.2 Analyse political, economic, social, and technological developments in a global context 2.3 Seek advice from appropriate experts wherever necessary 2.4 Identify and consider strengths and weaknesses of existing and potential competitors and allies 2.5 Analyse organisation’s strengths, weaknesses, opportunities and threats 2.6 Consider cooperative ventures that are supported by risk and cost benefit analyses, are consistent with the organisational vision, mission and values and provide for due diligence 2.7 Check that analysis of internal and external environment is consistent with the perspectives of other informed people
3. Write strategic plan	3.1 Document relevant research and background for inclusion in the strategic plan 3.2 Formulate strategic objectives and strategies needed for the future 3.3 Detail each strategy with an assigned priority, a timeframe, responsible parties and measurable performance indicators 3.4 Circulate strategic plan for comment, support and endorsement
4. Implement strategic plan	4.1 Communicate strategic plan to all relevant parties 4.2 Brief people with a specific role in relation to strategies 4.3 Use performance indicators to monitor progress in implementing plan 4.4 Make necessary refinements to plan 4.5 Evaluate achievement of objectives at agreed milestones 4.6 Review effectiveness of plan and consider methods for improving strategic planning processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1, 2.2, 2.4-2.6, 3.1, 3.3, 4.4-4.6	Identifies and analyses complex organisational texts to determine business requirements Reviews, evaluates, interprets and applies content from a range of sources to aid in development of strategies
Writing	1.2, 1.3, 2.1, 2.2, 2.4-2.6, 3.1-3.3, 4.3- 4.6	Prepares strategic plans for relevant stakeholders incorporating appropriate vocabulary, grammatical structure and conventions Incorporates amendments to documents according to organisational requirements Collates and compiles data to convey specific information, requirements and recommendations
Oral Communication	1.1, 1.4, 2.3, 4.1, 4.2	Presents information and seeks advice using language and register appropriate to audience Participates in discussions using listening and questioning to elicit the views of others and to clarify or confirm understanding
Numeracy	2.6, 3.2, 3.3, 4.5, 4.6	Interprets and analyses statistical data and mathematical information to consider trends and resource implications of proposed strategies
Navigate the world of work	1.1-1.3	Works autonomously making high level decisions to achieve and improve organisational goals Takes a lead role in the development of strategies to achieve organisational goals
Interact with others	1.1, 1.4, 2.3, 3.4, 4.1, 4.2	Selects and uses appropriate conventions and protocols when communicating with internal and external stakeholders to seek or share information Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role Seeks feedback or expert advice where required
Get the work done	1.3, 2.1, 2.2, 2.4-2.7, 3.2, 4.3-4.6	Develops flexible plans for complex, high impact activities with strategic implications, taking into account capabilities, efficiencies and effectiveness Systematically gathers and analyses all relevant information and evaluates options to inform decisions about organisational strategies Evaluates outcomes to identify opportunities for improvement Applies problem solving processes to identify risks, evaluate options and determine solutions

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT616 Develop and implement strategic plans	BSBMGT616A Develop and implement strategic plans	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT616 Develop and implement strategic plans

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

consult and communicate effectively with relevant stakeholders to:

confirm or revise the organisation’s mission, vision and values

validate findings of research and analysis

get input to and endorsement of strategic plans

brief relevant parties about the plan

analyse organisation’s internal and external environment to formulate strategic plans including:

background and research relevant to the plan

legislation, regulations and codes of practice, including for intellectual property

objectives, strategies and priorities

roles and responsibilities

performance indicators

timeframes

consideration of co-operative ventures

cost-benefit and risk analysis

seek advice from appropriate experts wherever necessary

monitor and evaluate the implementation of the plan and make refinements as appropriate

review effectiveness of planning processes and identify opportunities for improvement.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the legislation, regulations and codes of practice relevant to the organisation’s strategic plan.

give examples of risks and risk management strategies relevant to strategic planning including:

intellectual property rights and responsibilities

other risks

outline strategic planning methodologies including political, economic, social and technological (PEST) analysis and strengths, weaknesses, opportunities and threats analysis (SWOT)

identify internal and external sources of information relevant to the organisation's market, competitors, customer base, vision, values and capabilities

outline techniques for developing organisational values.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant legislation, regulations, standards and codes

workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT617 Develop and implement a business plan

Modification History

Release	Comments
Version 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to run a business operation and covers the steps required to develop and implement a business plan.

It applies to individuals who are running an organisation or who take a senior role in determining the effective functioning and success of the organisation. As such, they may oversee the work of a number of teams and other managers.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop business plan	1.1 Review and evaluate preexisting strategic, business and operational plan, if available 1.2 Analyse and interpret business vision, mission, values and objectives 1.3 Consult with key stakeholders 1.4 Review market requirements for the product or service, profile customer needs and research pricing options 1.5 Develop performance objectives and measures through consultation with key stakeholders 1.6 Identify financial, human and physical resource requirements for the business 1.7 Consider any permits or licences that may be required for new activity 1.8 Write business plan
2. Monitor performance	2.1 Communicate business plan to all relevant parties and ensure understanding of performance requirements and timeframes 2.2 Ensure skilled labour is available to implement plan 2.3 Test performance measurement systems and refine, if necessary 2.4 Ensure timely reports on all key aspects of the business are available, userfriendly and balanced in terms of financial and nonfinancial performance 2.5 Report system failures, product failures and variances to the business plan as they occur
3. Respond to performance data	3.1 Analyse performance reports against planned objectives 3.2 Review performance indicators and refine if necessary 3.3 Ensure groups and individuals contributing to underperformance are coached, and provide training where appropriate 3.4 Review system processes and work methods regularly as part of continuous improvement

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.4, 1.7, 2.3, 3.1, 3.2, 3.4	Gathers, interprets and analyses textual information when developing the business plan and monitoring operational performance Utilises understanding of distinguishing structures and features of a range of text as well as recognising and reflecting on context, purpose and audience
Writing	1.1, 1.2, 1.4, 1.5, 1.8, 2.3, 2.5, 3.2, 3.3, 3.4	Communicates relationships between ideas and information, matching style of writing to purpose and audience Researches, plans and prepares business plan for relevant stakeholders
Oral Communication	1.3, 1.5, 2.1, 3.3	Presents information and seeks advice using language and features appropriate to audience Participates in discussions using listening and questioning to elicit the views of others and to clarify or confirm understanding
Numeracy	1.1, 1.4, 1.5, 1.6, 1.8, 2.3, 2.4, 3.1, 3.2	Extracts and evaluates mathematical information to review the market, research competitors and review pricing structures
Navigate the world of work	1.7	Takes full responsibility for identifying and complying with legislative requirements applicable to self and the organisation
Interact with others	1.3, 1.5, 2.1, 3.3	Selects and uses appropriate conventions and protocols when communicating with internal and external stakeholders to seek or share information Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role Provides support in field of expertise to colleagues, as required
Get the work done	1.2, 1.4, 1.5, 1.6, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4	Sequences and schedules complex activities, monitors implementation and manages relevant communication Systematically gathers and analyses all relevant information and evaluates options in order to monitor performance and identify opportunities for improvement

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT617Develop and implement a business plan	BSBMGT617A Develop and implement a business plan	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT617 Develop and implement a business plan

Modification History

Release	Comments
Version 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

analyse and research business vision, mission, values, objectives, goals, competitors, financial targets, management arrangements, marketing approaches and strategic, business and operational plans

write a business plan which includes a description of the business, products and services, financial, physical and human resource requirements, permit and licence requirements, marketing activity, financial indicators, productivity and performance targets for key result areas

implement a business plan including ensuring skilled labour is available, and that training is provided where appropriate

monitor and respond to business performance including evaluation of performance against key results indicators including profit and loss, community awareness or branding, environmental impact, governance, quality, sales, triple bottom line and the workforce

consult, communicate with and report to key stakeholders including business partners, financiers, customers, staff and technical advisers

provide an analysis of the strengths and weaknesses of a business plan.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline processes for developing business plans

describe performance objectives and measures including key performance indicators

identify key stakeholders.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

appropriate documentation and resources normally used in the workplace

strategic, business and operational plans

business information and data

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMKG413 Promote products and services

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to coordinate and review the promotion of an organisation’s products and services.

It applies to individuals with a broad knowledge of the promotion of products and services specific to an organisation. They may have responsibility to provide guidance or to delegate aspects of these tasks to others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Development – Marketing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan promotional activities	1.1 Identify and assess promotional activities to ensure compatibility with organisational requirements 1.2 Plan and schedule promotional activities according to the marketing needs of the organisation 1.3 Determine overall promotional objectives in consultation with designated individuals and groups 1.4 Ensure that timelines and costs for promotion of activities are realistic and consistent with budget resources 1.5 Develop action plans to provide details of products and services being promoted
2. Coordinate promotional activities	2.1 Ensure personnel and resources to support promotional activities are identified and prepared to facilitate the achievement of promotional goals 2.2 Identify and agree roles and responsibilities for delivery of promotional services and allocate to relevant personnel 2.3 Establish and conduct relationships with targeted groups in a manner which enhances the positive image of the organisation 2.4 Use networks to assist in the implementation of promotional activities
3. Review and report on promotional activities	3.1 Analyse audience feedback and data to determine the impact of the promotional activity on the delivery of products and services 3.2 Assess effectiveness of planning processes to identify possible improvements in future activities 3.3 Collect feedback and provide to personnel and agencies involved in promotional activity 3.4 Analyse costs and time lines to evaluate the benefits accruing from the promotional activities 3.5 Prepare conclusions and recommendations from verifiable evidence and provide constructive advice on future directions of promotional activities

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 3.1	Interprets, analyses and collates textual information relevant to promotional activities from a range of sources
Writing	1.2, 1.5, 2.3, 3.1, 3.3, 3.5	Uses clear and specific language to develop formal and informal documents for different audiences in accordance with organisational requirements
Oral Communication	1.3, 2.3, 3.3, 3.5	Actively participates in verbal exchanges of ideas and elicits the views and opinions of others by listening and questioning Uses clear and specific language to clarify, explain and present information relating to the promotional activity
Numeracy	1.4, 1.5, 3.1, 3.3, 3.4, 3.5	Classifies, analyses and compares numeric information, including costs and timelines, relevant to the promotional activity
Navigate the world of work	1.1	Adheres to legislative requirements and organisational policies and procedures
Interact with others	1.3, 2.3, 2.4, 3.3, 3.5	Selects and uses appropriate conventions and protocols with a range of stakeholders to project a professional image while seeking or sharing information Recognises the importance of building rapport to establish and maintain positive working relationships
Get the work done	1.2, 1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5	Sequences and schedules complex activities, monitors implementation and manages relevant communication Uses systematic, analytical processes in complex, non-routine situations, gathering relevant information and identifying and evaluating options against agreed requirements Evaluates effectiveness of decisions in terms of how well they meet stated goals Uses a range of digital tools to access data, and to extract, organise, integrate and share relevant information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMKG413 Promote products and services	BSBMKG413A Promote products and services	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMKG413 Promote products and services

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify the context for the promotional activities including:

relevant legislation/regulations

organisation’s goals, objectives, systems, policies and procedures

budget and timelines

marketing needs and, if defined, marketing plans

objectives of the promotional activities

consult with relevant stakeholders to plan promotional activities to meet objectives, budget and timelines

coordinate promotional activities including:

allocation of personnel, roles and responsibilities

sourcing other resources and promotional products as appropriate

use of networks and relationships

analyse feedback and data to evaluate the effectiveness of planning processes and promotional activities and make recommendations on future directions of promotional activities.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the legislative and regulatory context of the organisation as relevant to the marketing plan

outline the planning processes for organising promotional activities

explain the organisation’s marketing objectives and how they support the overall business objectives

explain how common promotional activities could be used to support the marketing objectives with reference to

advertising

client functions

employee functions

media announcements

product launches

web pages.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – marketing field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMKG501 Identify and evaluate marketing opportunities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to identify, evaluate and take advantage of marketing opportunities by analysing market data, distinguishing characteristics of possible markets and assessing viability of changes to operations.

It applies to individuals working in a supervisory or management marketing or advertising role within a marketing or advertising team or media organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Development – Marketing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify marketing opportunities	1.1 Analyse information on market and business needs to identify marketing opportunities 1.2 Research potential new markets and assess opportunities to enter, shape or influence each market, and the likely contribution to the business 1.3 Explore entrepreneurial, innovative approaches and creative ideas for their potential business application, and develop into potential marketing opportunities
2. Investigate marketing opportunities	2.1 Identify and analyse opportunities in terms of their likely fit with organisational goals and capabilities 2.2 Evaluate each opportunity to determine its impact on current business and customer base 2.3 Use an assessment of external factors, costs, benefits, risks and opportunities to determine the financial viability of each marketing opportunity 2.4 Determine probable return on investment and potential competitors 2.5 Describe and rank marketing opportunities on their viability, and likely contribution to the business
3. Evaluate required changes to current operations	3.1 Identify and document changes needed to current operations to take advantage of viable marketing opportunities 3.2 Ensure organisational changes to service an increased or different customer base including provision for continued quality of service to existing customers 3.3 Estimate resource requirements for changed operations 3.4 Determine and communicate viability of making changes to current operations to key stakeholders 3.5 Document newly identified marketing opportunities and required changes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1-2.4, 3.1	Evaluates and comprehends textual information from a range of sources and draws own conclusions
Writing	1.1-1.3, 2.5, 3.1, 3.4, 3.5	Integrates information from a number of sources to develop material that supports purposes of documentation using suitable grammatical structure and clear, logical language
Oral Communication	2.5, 3.4	Presents opinions, ideas and organisational requirements clearly and creatively using language and presentation techniques appropriate to audience and environment Elicits views and opinions of others by listening and questioning
Numeracy	2.3, 2.4, 3.3	Evaluates financial and marketing data using whole numbers, decimals and percentages to make accurate calculations
Navigate the world of work	2.1	Recognises and follows explicit and implicit organisational protocols and meets expectations associated with own role
Interact with others	2.5, 3.4	Selects appropriate form, channel and mode of communication for a specific purpose relevant to own role
Get the work done	1.1-1.3, 2.1-2.4, 3.1, 3.2, 3.3, 3.4	Develops plans to manage relatively complex tasks with an awareness of how they may contribute to longer-term operational and strategic goals Makes decisions by systematically analysing information, identifying and evaluating options against set criteria, and choosing most appropriate option Evaluates outcomes of decisions to identify opportunities for improvement Develops new and innovative ideas through exploration, analysis and critical thinking

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMKG501 Identify and evaluate marketing opportunities	BSBMKG501B Identify and evaluate marketing opportunities	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMKG501 Identify and evaluate marketing opportunities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify and evaluate marketing opportunities to determine whether they can meet organisational objectives

document how current business operations need to be modified, and list resources required, to take advantage of newly identified and evaluated opportunities.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline key provisions of relevant legislation, codes of practice and national standards affecting marketing operations

describe organisational marketing plan, structure, products and services

explain principles of marketing and marketing mix

describe statistical methods and techniques to evaluate marketing opportunities, including forecasting techniques.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – marketing field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

organisational strategic and marketing plans

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMKG502 Establish and adjust the marketing mix

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to determine the optimum marketing mix for a business through analysis of interrelated marketing components.

It applies to individuals in marketing management roles who are responsible for developing marketing and promotional mix within an organisation. They may also adjust the marketing mix when new marketing opportunities are identified.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Development – Marketing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Evaluate each component of marketing mix	1.1 Identify key characteristics of products or services and estimate their significance to the market 1.2 Review pricing policy and analyse pricing variables to determine their effect on demand 1.3 Analyse promotional methods to determine their importance to marketing outcomes 1.4 Review channels of distribution and estimate their significance to marketing outcomes 1.5 Identify and analyse level of customer service provision to determine its significance to marketing outcomes 1.6 Identify potential customer base and key pressure points 1.7 Analyse and test effect of components of marketing mix on each other, and establish their relative importance to customer base
2. Determine marketing mix for specific markets	2.1 Identify and assess environmental factors, and their impact on marketing mix 2.2 Identify consumer priorities, needs and preferences affecting marketing mix 2.3 Consider product, pricing, promotional, distribution and service variations, and evaluate these against marketing objectives, target market characteristics and desired positioning 2.4 Select marketing mix that best satisfies target market and meets marketing objectives 2.5 Ensure marketing mix decision meets organisational, strategic and operational marketing objectives
3. Monitor and adjust marketing mix	3.1 Monitor marketing mix against marketing performance and isolate components for testing 3.2 Evaluate implications of altering one or more components of marketing mix in relation to market factors and consumer response 3.3 Adjust components of marketing mix in response to test results and market-response evaluation 3.4 Ensure adjusted marketing mix meets budgetary requirements 3.5 Ensure adjusted marketing mix continues to meet organisational, strategic and operational marketing objectives, and desired positioning

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.7, 2.1-2.5, 3.1-3.5	Evaluates and comprehends textual information from a range of sources
Writing	1.1-1.7, 2.1-2.3, 3.1, 3.2	Documents results of analysis of marketing mix Presents analysis results in required format
Numeracy	1.2, 3.2, 3.4	Evaluates financial and marketing data using whole numbers, decimals and percentages to make accurate calculations
Navigate the world of work	2.5, 3.5	Monitors adherence to organisational policies and procedures and considers own role in terms of its contribution to broader goals of work environment
Get the work done	1.1-1.7, 2.1, 2.2-2.5, 3.1-3.5	Develops plans to manage relatively complex tasks with an awareness of how they may contribute to longer-term operational and strategic goals Makes decisions by systematically analysing information, identifying and evaluating options against set criteria, and choosing most appropriate option Evaluates outcomes of decisions to identify any required adjustments

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMKG502 Establish and adjust the marketing mix	BSBMKG502B Establish and adjust the marketing mix	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMKG502 Establish and adjust the marketing mix

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

report on activities undertaken to establish a marketing mix in an organisation, including information on each element of the mix, such as:

customer service levels

product or service distribution

product or service pricing

additional products or services, if any

product or service promotion

report on success of marketing mix activities developed, including coverage of any necessary adjustments made.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline organisational policies, procedures, products and services related to marketing

describe principles and concepts of marketing such as consumer or buyer behaviour and elements of marketing mix

outline and explain statistical techniques used to gather and analyse marketing information.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – marketing field of work and include access to:

office equipment and resources

organisational and marketing strategic plans

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMKG514 Implement and monitor marketing activities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to apply and observe marketing plan objectives and action necessary improvements.

It applies to individuals who possess a sound theoretical knowledge base in advertising management, and demonstrate a range of managerial skills. In this role, they usually lead and coordinate a marketing team, implement a marketing plan, monitor performance of marketing strategies and evaluate their effectiveness.

They also involve team members in identifying improvements for marketing strategies and formulating recommendations for future marketing activities.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Development – Marketing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Implement marketing strategies and tactics	1.1 Brief stakeholders who participated in the marketing planning process on their implementation roles and responsibilities 1.2 Identify and brief marketing and nonmarketing personnel critical to success of the marketing plan, on objectives, performance measures, and their roles and responsibilities 1.3 Prioritise marketing strategies and identify resources for their implementation, in accordance with organisational requirements 1.4 Implement communication and team building strategies to ensure personnel responsible for each element of the marketing mix work together to meet the organisation’s marketing objectives 1.5 Implement strategies for monitoring marketing activities and analysing marketing performance, in accordance with marketing plan
2. Monitor marketing strategies and tactics	2.1 Monitor and implement promotional activity against communication objectives in the marketing plan 2.2 Monitor product, pricing and distribution decisions against organisational policy and objectives of the marketing plan 2.3 Monitor marketing results against targets in the marketing plan 2.4 Monitor marketing revenue and costs against budget, and analyse record variations 2.5 Prepare and present marketing reports indicating ongoing progress towards marketing objectives
3. Evaluate and improve marketing performance	3.1 Regularly assess marketing performance against objectives 3.2 Identify opportunities for improvement through discussion with customers and personnel responsible for each element of marketing mix 3.3 Change business practices in line with changing customer requirements to maintain business relevance and viability 3.4 Document recommendations for improvement in accordance with organisational requirements 3.5 Communicate changes to marketing objectives and targets with relevant stakeholders, to facilitate implementation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.3-1.5, 2.1-2.4, 3.1, 3.4	Identifies and evaluates textual information to determine business achievements against workplace objectives
Writing	1.1, 1.2, 2.5, 3.4, 3.5	Uses clear, accurate and relevant language to organise and record information and complete workplace documentation
Oral Communication	1.1, 1.2, 1.4, 1.5, 2.5, 3.2, 3.5	Participates in verbal exchanges using appropriate language and non-verbal features Elicits views and opinions of others using active listening and questioning
Numeracy	1.3, 2.2-2.4	Uses mathematical techniques to analyse marketing performance, resource availability, revenue and cost
Navigate the world of work	1.3-1.5, 2.1-2.3, 2.5, 3.1, 3.4	Monitors adherence to organisational policies and objectives and considers own role in terms of its contribution to broader goals of work environment
Interact with others	1.1, 1.2, 1.4, 1.5, 2.5, 3.2, 3.5	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction Recognises importance of taking audience, purpose and contextual factors into account when making decisions about what to communicate with whom, why and how
Get the work done	1.2, 1.3, 1.5, 2.1, 2.3, 2.4, 3.2, 3.3	Develops plans and uses effective time management and organisational skills to complete tasks with an awareness of how they may contribute to longer-term operational and strategic goals In more complex, non-routine situations, uses formal decision-making processes, setting or clarifying goals, gathering information and identifying and evaluating several choices against a limited set of criteria When dealing with complex issues identifies cause of the problem, and uses analytical processes to generate possible solutions

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMKG514 Implement and monitor marketing activities	BSBMKG514A Implement and monitor marketing activities	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMKG514 Implement and monitor marketing activities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

successfully implement marketing strategies identified in an organisation’s marketing plan

coordinate personnel involved in conducting marketing activities

monitor, evaluate and report on marketing activities against defined objectives

modify marketing activities in line with new or emerging trends.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline organisational strategic and marketing objectives, plans and performance measures

summarise principles of marketing mix

explain key provisions of relevant legislation, codes of practice and national standards affecting marketing operations.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – marketing field of work and include access to:

office equipment and resources

relevant legislation, regulations, standards and codes

organisational and marketing strategic plans

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMKG608 Develop organisational marketing objectives

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to conduct a strategic analysis to develop organisational marketing objectives. This involves reviewing the organisation’s internal and external environments, evaluating past and current marketing performance, and exploring and evaluating new marketing opportunities.

It applies to senior marketing professionals who are responsible for providing strategic direction to the marketing function of an organisation. Their responsibilities include analysing information on internal and external business and marketing environment; examining current marketing performance; identifying new marketing opportunities arising from emerging trends; and devising strategies to achieve overall business objectives.

Individuals operating at this level generally conduct these activities using information gathered by people working under their direct and indirect supervision at lower levels of the organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Development – Marketing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify strategic direction	1.1 Confirm organisation’s mission, vision, purpose and values from current organisational materials or from owners, directors or senior management 1.2 Analyse strategic organisational documents to identify organisational directions and targets 1.3 Complete a situational analysis identifying factors impacting the direction and performance of the business 1.4 Identify legal and ethical requirements for the organisation 1.5 Document and confirm strategic direction of the organisation with owners, directors or senior management, and identify its impact on marketing activities
2. Review marketing performance	2.1 Evaluate effectiveness of previous marketing and positioning strategies to identify lessons learned 2.2 Analyse current key products or services and major markets for strengths, weaknesses, opportunities and threats 2.3 Evaluate previous marketing opportunities captured by the organisation, and examine and document their profitability 2.4 Evaluate marketing performance against previous objectives, targets to identify critical success factors, and areas for improvement
3. Scope marketing opportunities	3.1 Identify and analyse marketing opportunities for viability and likely contribution to the business 3.2 Use an assessment of external factors, costs, benefits, risks and opportunities to determine scope of each marketing opportunity 3.3 Analyse opportunities for likely fit with organisational goals and capabilities 3.4 Evaluate each opportunity to determine its likely impact on current business and customer base
4. Formulate marketing objectives	4.1 Develop objectives in consultation with key internal stakeholders that are attainable and measurable, and that identify nature and extent of what is to be achieved 4.2 Ensure objectives are consistent with forecast needs of the business and market 4.3 Ensure objectives are compatible with the organisation’s projected capabilities, resources and financial position 4.4 Ensure objectives are compatible with the organisation’s direction and purpose, and meet legal and ethical requirements 4.5 Formulate long-term strategic objectives and related key performance indicators by product or service, market segment and overall 4.6 Develop a risk management strategy to identify risks and manage contingencies, and to ensure marketing objectives are met in accordance with overall organisational requirements 4.7 Document marketing objectives

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.4, 2.1-2.4, 3.1-3.3, 4.3, 4.4, 4.6	Accesses, analyses and evaluates information from a range of sources relating to the marketing process
Writing	1.3, 1.5, 2.3, 4.1, 4.5-4.7	Uses a range of writing styles to articulate complex concepts Revises and edits documents based on feedback Uses appropriate formats and grammatical structures to present information logically for different audiences
Oral Communication	1.1, 1.5, 4.1	Uses appropriate language and non-verbal features to explain and present information to a range of personnel Uses active listening and questioning to elicit feedback and clarify or confirm understanding
Numeracy	1.2, 2.2, 2.3, 3.2	Analyses complex numerical information on trend data, targets and budgets
Navigate the world of work	1.1, 1.2, 1.4, 3.3, 4.4, 4.6	Works autonomously making high-level decisions to ensure organisational objectives and regulatory requirements are met Understands own legal and ethical rights and responsibilities
Interact with others	1.1, 1.5, 4.1	Recognises importance of taking audience, purpose and contextual factors into account when making decisions about what to communicate with whom, why and how Fosters a collaborative culture within own sphere of influence, facilitating a sense of commitment to shared goals
Get the work done	1.3, 2.1-2.4, 3.1-3.4, 4.2, 4.3, 4.5, 4.6	Uses logical planning processes, and an increasingly intuitive understanding of context, to extract relevant details when conducting strategic analysis Systematically analyses information to formulate and evaluate alternative strategies Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of factors into account

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMKG608 Develop organisational marketing objectives	BSBMKG608A Develop organisational marketing objectives	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMKG608 Develop organisational marketing objectives

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop marketing objectives for an organisation including:

undertaking strategic analysis reviewing current marketing performance

formulating short and long-term marketing objectives

develop a marketing risk management strategy.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

summarise financial management techniques

identify and provide overview of key provisions of relevant legislation, codes of practice and national standards affecting marketing operations

analyse organisational structure, policies, procedures, products or services and overall strategic plans of an organisation

discuss principles and concepts of marketing and evaluation methodologies

compare and contrast strategic, operational and tactical analysis techniques.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – marketing field of work and include access to:

examples of previous marketing strategy, analyses and plans

office equipment and resources

relevant legislation, regulations, standards and codes

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBPMG413 Apply project human resources management approaches

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to assist with aspects of human resources management of a project. It involves establishing human resource requirements, identifying the learning and development needs of people working on the project, facilitating these needs being met, and resolving conflict in the team.

It applies to individuals who are project practitioners working in a project support role.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Project Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assist in determining human resource requirements	1.1 Analyse work breakdown structure to determine human resource requirements 1.2 Prepare a skills analysis of project personnel against project task requirements 1.3 Assist in assigning responsibilities for achieving project deliverables
2. Contribute to establishing and maintaining productive team relationships	2.1 Actively seek views and opinions of team members during task planning and implementation 2.2 Promote cooperation and effective activities, goals and relationships within team 2.3 Communicate with others using styles and methods appropriate to organisational standards, group expectations and desired outcomes 2.4 Communicate information and ideas to others in a logical, concise and understandable manner 2.5 Regularly seek feedback on nature and quality of work relationships, and use feedback as basis for own improvement and development
3. Assist with human resource monitoring	3.1 Monitor work of project personnel against assigned roles and responsibilities within delegated authority levels 3.2 Monitor and control actual effort against project plan 3.3 Review skill levels against allocated tasks and recommend solutions, where required, to others 3.4 Advise others within delegated authority when assigned responsibilities are not met by project personnel 3.5 Undertake work in a multi-disciplinary environment according to established human resource management practices, plans, guidelines and procedures 3.6 Resolve conflict within delegated authority according to agreed dispute-resolution processes 3.7 Assist in offering human resource development opportunities to individuals with skill gaps
4. Contribute to evaluating human resource practices	4.1 Contribute to assessing effectiveness of project human resources management 4.2 Document lessons learned to support continuous improvement processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	2.5	Actively seeks feedback from others as a strategy to improve own skills or knowledge
Reading	1.1-1.3, 3.2, 3.3, 3.5	Identifies and interprets information from organisational documentation
Writing	1.2, 2.3, 2.4, 3.4, 4.1, 4.2	Develops a range of documents using structure and vocabulary appropriate to audience, context and purpose
Oral Communication	2.1-2.5, 3.3, 3.4, 3.6, 3.7	Participates in a range of verbal exchanges using clear language and appropriate non-verbal features to provide and seek information Uses active listening and questioning techniques to elicit views and opinions of others
Navigate the world of work	1.3, 3.4	Understands responsibilities associated with own role
Interact with others	2.1-2.5, 3.3, 3.4, 3.6, 3.7	Uses accepted communication practices and protocols when sharing or providing information Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction Uses a range of strategies to facilitate solutions to conflicts
Get the work done	1.3, 3.1-3.3, 3.5, 3.6, 4.1	Plans and implements required tasks, monitors actions against requirements, and adjusts plans and resources to cope with contingencies Reflects on outcomes to identify opportunities for future improvement

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBPMG413 Apply project human resources management approaches	BSBPMG413A Apply project human resources management approaches	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBPMG413 Apply project human resources management approaches

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

produce work breakdown structures in human resource project planning

construct effective methods for monitoring roles, responsibilities and performance in projects

demonstrate methods for providing feedback on performance and improving performance of project team members.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify alternative project personnel engagement options

explain job design principles and work breakdown structures

describe learning and development approaches that can be incorporated into project life cycle

list methods for skills analysis

identify and describe project roles, responsibilities and reporting requirements for human resources.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership – project management field of work and include access to:

relevant workplace documentation and resources

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBPMG522 Undertake project work

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to undertake a straightforward project or a section of a larger project. It covers developing a project plan, administering and monitoring the project, finalising the project and reviewing the project to identify lessons learned for application to future projects.

This unit applies to individuals who play a significant role in ensuring a project meets timelines, quality standards, budgetary limits and other requirements set for the project.

The unit does not apply to specialist project managers. For specialist project managers, the other units of competency in the project management field (BSBPMG) will be applicable.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Project Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Define project	1.1 Access project scope and other relevant documentation 1.2 Define project stakeholders 1.3 Seek clarification from delegating authority of issues related to project and project parameters 1.4 Identify limits of own responsibility and reporting requirements 1.5 Clarify relationship of project to other projects and to the organisation's objectives 1.6 Determine and access available resources to undertake project
2. Develop project plan	2.1 Develop project plan in line with the project parameters 2.2 Identify and access appropriate project management tools 2.3 Formulate risk management plan for project, including Work Health and Safety (WHS) 2.4 Develop and approve project budget 2.5 Consult team members and take their views into account in planning the project 2.6 Finalise project plan and gain necessary approvals to commence project according to documented plan
3. Administer and monitor project	3.1 Take action to ensure project team members are clear about their responsibilities and the project requirements 3.2 Provide support for project team members, especially with regard to specific needs, to ensure that the quality of the expected outcomes of the project and documented time lines are met 3.3 Establish and maintain required recordkeeping systems throughout the project 3.4 Implement and monitor plans for managing project finances, resources and quality 3.5 Complete and forward project reports as required to stakeholders 3.6 Undertake risk management as required to ensure project outcomes are met 3.7 Achieve project deliverables
4. Finalise project	4.1 Complete financial recordkeeping associated with project and check for accuracy 4.2 Ensure transition of staff involved in project to new roles or reassignment to previous roles 4.3 Complete project documentation and obtain necessary sign-offs for concluding project
5. Review project	5.1 Review project outcomes and processes against the project scope and plan 5.2 Involve team members in the project review 5.3 Document lessons learned from the project and report within the organisation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 3.4, 3.5, 4.1, 4.3, 5.1	Organises, evaluates and critiques ideas and information from a range of complex texts
Writing	2.1, 2.3, 2.6, 3.3, 3.5, 4.1, 4.3, 5.3	Develops plans, reports and recommendations using vocabulary, structure and conventions appropriate to text Establishes and maintains records according to organisational requirements
Numeracy	1.6, 2.4, 3.4, 4.1	Uses formal and some informal, oral and written mathematical language and representation to prepare and communicate budgetary and financial information
Oral communication	2.5, 5.2	Participates in verbal discussions using clear language and appropriate features to present or seek information Using listening and questioning skills to seek information and confirm understanding
Navigate the world of work	1.3, 1.4, 2.3, 3.1, 4.3	Recognises and responds to organisational and legislative/regulatory requirements
Interact with others	2.5, 3.1, 3.2, 4.2, 5.2	Selects and uses appropriate communication protocols and practices to ensure shared understanding of project roles and expectations Uses collaborative techniques to engage stakeholders in consultations and negotiations
Get the work done	1.2, 1.5, 1.6, 2.1, 2.2, 2.3, 2.6, 3.1-3.7, 4.1, 4.2, 4.3, 5.1, 5.3	Develops and implements plans to manage projects that involve diverse stakeholders with potentially competing demands Systematically gathers and analyses all relevant information and evaluates options to make informed decisions Evaluates outcomes of decisions to identify opportunities for improvement Uses digital technologies and applications to access, organise and share information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBPMG522 Undertake project work	BSBPMG522A Undertake project work	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBPMG522 Undertake project work

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

define the parameters of the project including:

project scope

project stakeholders, including own responsibilities

relationship of project to organisational objectives and other projects

reporting requirements

resource requirements

use project management tools to develop and implement a project plan including:

deliverables

work breakdown

budget and allocation of resources

timelines

risk management

recordkeeping and reporting

consult and communicate with relevant stakeholders to generate input and engagement in planning, implementing and reviewing the project

provide support to team members to enable them to achieve deliverables and to transition them as appropriate at completion of the project

finalise the project including documentation, sign-offs and reporting

review and document the project outcomes.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

give examples of project management tools and how they contribute to a project

outline types of documents and other sources of information commonly used in defining the parameters of a project

explain processes for identifying and managing risk in a project

outline the organisation's mission, goals, objectives and operations and how the project relates to them

explain the organisation's procedures and processes that are relevant to managing a project including:

lines of authority and approvals

quality assurance

human resources

budgets and finance

recordkeeping

reporting

outline the legislative and regulatory context of the organisation in relation to project work, including work health and safety (WHS) requirements.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership – project management field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBPUB402 Develop public relations campaigns

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop and conduct a public relations campaign, to evaluate its effectiveness and to present the findings to stakeholders.

It applies to individuals in entry level or junior public relations roles who undertake the majority of work in creating and implementing the campaign with advice from more senior public relations specialists in their organisation.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Business Development – Public Relations

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Research public relations campaigns	1.1 Analyse strategic and operational plans to determine the scope, theme and objectives of a campaign 1.2 Conduct research into current practice and recent developments in relation to the campaign planning 1.3 Identify the campaign’s audience and their attributes 1.4 Develop and present options to other members of the public relations team and relevant stakeholders for consideration
2. Prepare to implement public relations campaigns	2.1 Define and agree upon campaign objectives and campaign plan with client and other key stakeholders 2.2 Schedule and cost campaign accurately and include in plans 2.3 Comply with legal and ethical constraints 2.4 Confirm roles and responsibilities with other members of the public relations team
3. Implement public relations campaigns	3.1 Implement public relations campaign in accordance with the plan 3.2 Evaluate the potential effectiveness and use of appropriate media to improve campaign publicity 3.3 Implement campaign in accordance with legal and ethical constraints and organisational requirements 3.4 Monitor campaign progress against scheduling and costing requirements and report likely variations for approval in accordance with organisational procedures 3.5 Gain agreement from stakeholders to any changes that need to be made to campaign
4. Review and evaluate public relations programs	4.1 Ensure campaign plans contain methods to monitor, review and evaluate their effectiveness 4.2 Report on the outcomes of the campaign to relevant internal and/or external stakeholders 4.3 Consult relevant internal or external stakeholders as to the campaign effectiveness, and document any recommended improvements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.3, 3.1-3.4, 4.1	Interprets complex information from relevant sources to develop and conduct a public relations campaign that complies with all legislative and regulatory requirements
Writing	1.4, 2.1, 2.2, 2.4, 3.5, 4.1-4.3	Uses clear, accurate and relevant language to develop reports and strategic material using style, language and format relevant to audience and context
Oral Communication	1.4, 2.1, 2.4, 3.5, 4.2, 4.3	Communicates verbally using clear language to disseminate information to a variety of individuals Uses active listening and questioning techniques to convey and clarify information
Numeracy	2.2, 3.4	Interprets numerical information and performs simple calculations to cost a campaign within predetermined schedules
Navigate the world of work	1.1, 2.3, 3.3, 3.4	Appreciates the implications of ethical, legal and regulatory responsibilities related to own work Adheres to organisational policies and procedures
Interact with others	1.4, 2.1, 2.4, 3.5, 4.2, 4.3	Recognises the importance of taking audience, purpose and contextual factors into account when making decisions about what to communicate, with whom, why and how Collaborates with others as part of familiar routine activities and contributes to specific activities requiring joint effort
Get the work done	1.3, 2.2, 3.1-3.4, 4.1	Plans, organises and implements tasks required to meet required outcomes Makes routine decisions by implementing standard procedures Recognises and takes responsibility for addressing predictable problems in familiar work contexts

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBPUB402 Develop public relations campaigns	BSBPUB402A Develop public relations campaigns	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBPUB402 Develop public relations campaigns

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

research and present options for a public relations campaign for a target audience

develop, implement, review and evaluate a public relations campaign about a product or service.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline principles, practices and theories of marketing, media, and public relations.

summarise current issues and trends which affect the public relations industry

outline current practice and recent developments in campaign planning

explain the relevance of the campaign's audience to campaign planning

outline key provisions of relevant legislation, codes of practice and national standards that affect public relations campaigns.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the public relations field of work and include access to:

office equipment and resources

case studies and, where possible, real situations.

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBPUR501 Develop, implement and review purchasing strategies

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop, implement and evaluate an organisation's purchasing strategies, and implement improvements to those strategies.

It applies to individuals working in organisations in roles such as senior purchasing officer or purchasing manager, supporting the work of other employees carrying out purchasing activities. While an individual may work closely with other staff members in the organisation, they have individual responsibility and autonomy to develop, communicate and implement organisational purchasing strategies.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Administration – Purchasing and Contracting

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine purchasing objectives	1.1 Research and analyse the suitability of industry benchmarks for purchasing for the organisation 1.2 Analyse organisation’s purchasing data and information 1.3 Undertake consultations with relevant stakeholders and personnel to inform development of purchasing objectives 1.4 Draft purchasing objectives in line with organisation’s goals 1.5 Gain approval from relevant personnel for purchasing objectives
2. Develop purchasing strategies	2.1 Develop purchasing strategies, taking into account legal requirements and purchasing objectives 2.2 Include the ‘five rights of purchasing’ criteria 2.3 Develop human resource, financial and other plans to support implementation of purchasing strategies 2.4 Make changes resulting from feedback from relevant personnel about purchasing plans and strategies 2.5 Gain approval for plans to implement purchasing plans and strategies
3. Implement purchasing strategies	3.1 Communicate purchasing strategies to relevant personnel and stakeholders 3.2 Access resources needed to implement purchasing strategies 3.3 Provide support to implement purchasing strategies 3.4 Monitor implementation of purchasing strategies by the organisation 3.5 Identify and address problems and issues arising during implementation of purchasing strategies 3.6 Provide reports to relevant personnel and stakeholders on the implementation of purchasing strategies
4. Evaluate purchasing strategies and implement improvements	4.1 Review implementation of purchasing strategies 4.2 Identify improvements to purchasing strategies from review process 4.3 Gain approval to implement improvements to purchasing strategies 4.4 Communicate improvements to relevant stakeholders and provide support to implement improvements 4.5 Monitor and review implementation of improvements to determine their effectiveness

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.4, 2.1, 2.3, 2.4, 3.1, 4.1, 4.5	Interprets textual information from a range of sources and determines how content may be applied to organisational requirements
Writing	1.4, 2.1, 2.3-2.5, 3.1, 3.3, 4.3, 4.4	Develops complex material to convey explicit information and results using clear and detailed language appropriate to relevant audience and context
Oral Communication	1.3, 1.5, 2.4, 3.1, 3.3, 4.3, 4.4	Communicates verbally using clear language and appropriate features to provide information to a variety of individuals Uses active listening and questioning techniques to convey and clarify information
Numeracy	1.2	Interprets a range of numerical data to determine purchasing objectives
Navigate the world of work	1.4, 2.1	Appreciates the implications of organisational, legal and regulatory responsibilities that relate to own work
Interact with others	1.3, 1.5, 2.5, 3.1, 3.3, 3.6, 4.3, 4.4	Liaises with suppliers and relevant stakeholders to negotiate agreement on purchasing strategies Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role
Get the work done	1.1, 1.2, 1.5, 2.4, 3.2-3.6, 4.2, 4.4, 4.5	Accepts responsibility for planning, prioritising and sequencing complex tasks and workload Uses analytical processes to generate and evaluate possible solutions to problems Reflects on outcomes to identify possible improvements

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBPUR501 Develop, implement and review purchasing strategies	BSBPUR501C Develop, implement and review purchasing strategies	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBPUR501 Develop, implement and review purchasing strategies

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop purchasing objectives and strategies for an organisation

implement purchasing strategies developed in an organisation

evaluate and implement improvements to purchasing strategies in an organisation.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

summarise key provisions of relevant legislation that affect purchasing and contracting

explain 'the five rights'

outline industry benchmarks for purchasing

outline organisation policies and procedures related to:

business terms and conditions for purchasing

contracting and tendering

ethical behaviour

purchasing.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the administration – purchasing and contracting field of work and include access to:

organisation policies and procedures

purchasing strategies and relevant purchasing records

office equipment and supplies

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBRES401 Analyse and present research information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to gather, organise, analyse and present workplace information using available systems. This includes identifying research requirements and sources of information, applying information to a set of facts, evaluating the quality of the information, and preparing and producing reports.

It applies to individuals who are required to apply their broad knowledge of the work environment to analysis and research tasks, evaluate information from a variety of sources and apply solutions to a range of unpredictable problems

No licensing, legislation or certification requirements apply to this unit at the time of publication.

Unit Sector

Knowledge Management – Research

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Gather and organise information	1.1 Gather and organise information in a format suitable for analysis, interpretation and dissemination in accordance with organisational requirements 1.2 Access information held by the organisation ensuring accuracy and relevance in line with established organisational requirements 1.3 Ensure that methods of collecting information are reliable and make efficient use of resources in accordance with organisational requirements 1.4 Identify research requirements for combining online research with nonelectronic sources of information 1.5 Use business technology to access, organise and monitor information in accordance with organisational requirements 1.6 Update, modify, maintain and store information, in accordance with organisational requirements
2. Research and analyse information	2.1 Clearly define objectives of research ensuring consistency with organisational requirements 2.2 Ensure that data and research strategies used are valid and relevant to the requirements of the research and make efficient use of available resources 2.3 Identify key words and phrases for use as part of any online search strategy, including the use of Boolean operators and other search tools 2.4 Use reliable methods of data analysis that are suitable to research purposes 2.5 Ensure that assumptions and conclusions used in analyses are clear, justified, supported by evidence and consistent with research and business objectives
3. Present information	3.1 Present recommendations and issues in an appropriate format, style and structure using suitable business technology 3.2 Structure and format reports in a clear manner that conforms to organisational requirements 3.3 Report and distribute research findings in accordance with organisational requirements 3.4 Obtain feedback and comments on suitability and sufficiency of findings in accordance with organisational requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.4, 2.1-2.5, 3.4	Analyses and evaluates textual information to develop research strategies, integrate facts and ideas and meet organisational requirements
Writing	1.1, 1.5, 1.6, 2.1, 3.1, 3.2, 3.3	Gathers, evaluates and integrates information from a range of sources Presents findings, recommendations and issues in required format using language, structure and style appropriate to audience.
Oral Communication	3.3, 3.4	Presents recommendations and issues using language appropriate to audience and according to organisational requirements
Numeracy	1.1, 1.2, 1.3, 2.2, 2.4, 3.3	Extracts and evaluates meaning from data and interprets numerical information to apply within the context of requirements
Navigate the world of work	1.2, 1.3, 1.5, 1.6, 2.1, 2.5, 3.2, 3.3, 3.4	Recognises and follows organisational policies and procedures and meets expectations associated with own role
Interact with others	3.3, 3.4	Selects and uses appropriate communication practices when seeking or sharing information
Get the work done	1.1, 1.4, 1.5, 2.2, 2.3, 2.4, 3.1	Plans, organises and implements tasks to meet organisational requirements Takes responsibility for the outcomes of routine decisions related directly to own role Uses the main features and functions of digital technologies and tools to complete work tasks Recognises and takes responsibility for addressing predictable and some less predictable problems in familiar work contexts

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBRES401 Analyse and present research information	BSBRES401A Analyse and present research information	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBRES401 Analyse and present research information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify or confirm research requirements and objectives

gather, organise and present workplace information and data

update, modify, maintain and store information

maintain and handle data and documents systematically and securely

prepare and produce reports including:

recommendations based on the analysis of information

clear and justified assumptions and conclusions

use of efficient, valid and reliable methods

use Boolean operators and other search tools

analyse, evaluate and interpret data to support organisational activities.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain organisational systems for recordkeeping/filing, including security procedures

identify organisational policies and procedures and legal and ethical obligations relating to workplace information

explain concepts related to research and analysis including reliability and validity

give examples of techniques for data analysis and how they are applied

explain research processes and strategies to identify new sources (online and print) of information and to use them most efficiently and effectively.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – research field of work and include access to:

workplace information systems, equipment and resources

workplace policies and procedures

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBRKG301 Control records

Modification History

Release	Comments
Release1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to classify, register, and track records and information about records within a business or records system.

It applies to individuals who follow guidelines and processes to make judgements on record status and classification. They work under supervision or in consultation with more senior staff to support effective recordkeeping and governance practices across the organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Knowledge Management – Recordkeeping

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify records for capture	1.1 Categorise incoming material and identify records, metadata and formats for capture 1.2 Assess incoming material against organisational checklist for determining what material needs to be captured 1.3 Administer material which does not need to be registered 1.4 Locate, remove or copy record, when action is complete, from the active business or records system
2. Classify records	2.1 Match identified transaction, action or activity documented by records to organisation’s classification scheme 2.2 Select full classification and sentencing of records in accordance with the system’s rules and organisational procedures 2.3 Link classified or sentenced records to other records in business or records system 2.4 Select indexing points (cross-reference terms) for records in accordance with system’s rules and organisational procedures
3. Register records	3.1 Select and record unique identifiers for records in accordance with business or records system rules and procedures 3.2 Register records into business or records system 3.3 Document and forward records to appropriate locations or officers, observing any special handling requirements of the record format
4. Track records	4.1 Determine unique identifiers of records from requests or instructions 4.2 Obtain storage location, history and information of records from business or records system 4.3 Update and amend information about records 4.4 Complete all transactions within designated timeframes 4.5 Complete and obtain appropriate documentation or reports
5. Audit records	5.1 Locate records with action officer and in storage areas, in accordance with supervisor’s instructions 5.2 Audit records against predetermined criteria in accordance with organisational procedures and quality program 5.3 Document and report any discrepancies

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.1, 2.2, 2.4, 4.1, 4.3, 4.4, 5.2	Interprets information from a range of texts to determine organisational requirements Reviews records against set criteria to identify discrepancies
Writing	3.1-3.3, 4.3, 4.4, 4.5, 5.2, 5.3	Documents, updates and amends information accurately and in required format Prepares reports according to organisational requirements
Oral Communication	4.1, 5.1, 5.3	Uses active listening and questioning techniques to confirm requirements and clarify information Uses clear language, appropriate to audience, to circulate information
Numeracy	3.1, 3.2, 5.2	Recognises and uses numerical record-keeping systems Recognises and compares numerical data embedded in records
Navigate the world of work	2.2, 2.4, 3.1, 5.2	Takes some personal responsibility for following organisational procedures and protocols
Interact with others	3.3, 4.1, 4.5, 5.1, 5.3	Chooses appropriate method and format for communicating and seeking information
Get the work done	1.1-1.4, 2.1-2.4, 3.1, 3.2, 4.1, 4.2, 4.4, 4.5	Plans routine tasks according to set procedures, taking some responsibility for timing Takes responsibility for routine low-impact decisions within familiar situations

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBRKG301 Control records	BSBRKG301B Control records	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBRKG301 Control records

Modification History

Release	Comments
Release1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

register and track the location of records using appropriate processes for capture and classification

identify activities documented by records

apply classification schemes

record metadata accurately.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain the general principles and processes of records management and records management systems

describe the organisational business functions, structure and culture

explain the key details of organisational policies, strategies and procedures, that relate to records access and security.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – recordkeeping field of work and include access to:

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBRKG303 Retrieve information from records

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to receive a request and to deliver the record or information about the record.

It applies to individuals who follow established guidelines and processes to assist them to carry out their work. They work under supervision or in consultation with more senior staff or users of the system to locate records.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Knowledge Management – Recordkeeping

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Locate/retrieve records required	1.1 Identify and refine search criteria and keywords (or other control information) to retrieve records, in consultation with person making request 1.2 Adopt a systematic approach to details that are difficult to determine 1.3 Search business or records system to retrieve records according to agreed criteria 1.4 Locate or retrieve records to match request
2. Ensure security of records	2.1 Identify person requesting the record and confirm the access category, in accordance with organisational procedures 2.2 Check security and access clearance documents to match with category of identified person requesting the record 2.3 Where necessary, inform user of access denial in accordance with organisational procedures
3. Provide required information or records	3.1 Mask specific records, or portions thereof, to prevent access where required 3.2 Prepare information for person requesting the record in an appropriate format 3.3 Deliver record, or record information, within the specified timeframes 3.4 Document the process

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.3, 2.1, 2.2, 3.1	Identifies, interprets, checks and compares a range of information to inform effective and compliant actions
Writing	1.1, 2.3, 3.2, 3.4	Accurately inputs information and documents details of record retrieval process Prepares required information in accordance with organisational procedures
Oral Communication	1.1, 2.1, 2.3	Asks questions and listens to responses to confirm and clarify requests Provides information according to organisational procedures
Numeracy	1.3	Recognises and uses numerical systems associated with recordkeeping systems
Navigate the world of work	2.1, 2.3	Takes some personal responsibility for following organisational procedures
Get the work done	1.1-1.4, 2.1, 2.2, 3.1, 3.3	Plans and implements routine tasks according to set processes, taking some responsibility for timing Takes responsibility for the outcomes of routine decisions related directly to own role Understands the importance of secure information and takes some responsibility for identifying and managing risk factors

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBRKG303 Retrieve information from records	BSBRKG303B Retrieve information from records	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBRKG303 Retrieve information from records

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

work with system users to identify information requirements and locate records

maintain accuracy in recording information

provide appropriate information and responses to requests.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe the organisational procedures for records retrieval and security

identify the general principles and processes of records management and records management systems, such as:

systems of control

records continuum theory

mandate and ownership of business process

environmental context

records characteristics.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – recordkeeping field of work and include access to:

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBRKG401 Review the status of a record

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to review and document the changing context and status of records identified as having temporary or ongoing value, and requiring conditions for access.

It applies to individuals who follow business records system guidelines and processes to assist them to make informed judgments on the status and classification of records. They work under supervision or in consultation with more senior staff or system users.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Knowledge Management – Recordkeeping

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify classes of records justifying review	1.1 Compile and review a list of the criteria for review to be met by records and formats 1.2 Apply the records in the subject jurisdiction criteria 1.3 Identify and document the records that meet the criteria
2. Review disposal authority and access conditions	2.1 Identify disposal authority, disposal class references and any access and security conditions for records, in accordance with industry practice 2.2 Identify and document records for which neither a disposal authority nor an access restriction exist, in accordance with industry practice 2.3 Assemble copies of related appraisal reports and access conditions for analysis 2.4 Make comparisons and take notes of any anomalies arising from the comparison, and recommend changes to existing disposal authorities and access conditions
3. Prepare new appraisal reports	3.1 Prepare new appraisal reports including reference to criteria justifying the review 3.2 Make new interpretations of existing access criteria taking into account new criteria to be applied to the review 3.3 Distribute new appraisals and access interpretations to appropriate stakeholders for comment, and submit for approval
4. Implement recommendations and re-interpretations	4.1 Prepare methodology for implementation and assemble necessary resources 4.2 Produce and circulate revised disposal authorities and access conditions 4.3 Document progress throughout implementation and record any issues or implications arising from revised disposal authorities and access conditions 4.4 Document implementation process and outcomes in organisation’s business or recordkeeping systems

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1, 2.2, 2.4, 3.1	Identifies, compares and reviews information to identify inconsistencies and opportunities for changes to record status
Writing	1.1, 1.3, 2.2, 2.4, 3.1, 3.3, 4.2-4.4	Develops documents using industry specific language and required formats Provides and requests information from others using language and structure appropriate for the audience
Oral Communication	3.3	Communicates using language suited to audience to convey information and get feedback
Numeracy	1.1, 4.4	Identifies numerically expressed sequences and interprets numerically expressed information
Navigate the world of work	1.2, 2.1, 2.2, 3.1	Takes personal responsibility for following organisational protocols and procedures
Interact with others	3.3, 4.2	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role
Get the work done	1.1, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 4.1	Takes responsibility for planning, organising and implementing tasks required to achieve organisational requirements Takes responsibility for the outcomes of routine decisions related directly to own role Initiates standard procedures when responding to familiar problems within immediate context Uses digital systems and tools to complete routine tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBRKG401 Review the status of a record	BSBRKG401B Review the status of a record	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBRKG401 Review the status of a record

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

review the status of records against set criteria

prepare and distribute new appraisal reports

document new implementation process and outcomes

document the implications of changes to the disposal status of records in the organisation’s recordkeeping systems.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe the general principles and processes of records management and records management systems, such as:

systems of control

records continuum theory

mandate and ownership of business process

define issues that relate to a review of records

explain the organisational policies, strategies and procedures that relate to records access and security.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – recordkeeping field of work and include access to:

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBRKG402 Provide information from and about records

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to provide effective responses to enquiries from potential users of records, using appropriate processes to access and provide information about records.

It applies to individuals who use a range of organisational and analytical techniques in working with an organisation’s business and records systems.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Knowledge Management – Recordkeeping

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify and gather records required	1.1 Identify specific information or search criteria required by user 1.2 Identify range of records likely to contain information required and find out their availability using appropriate finding aids and records systems 1.3 Obtain range of records likely to contain information required by user, and analyse content 1.4 Track records to identify and record any change in location and use, in accordance with business or records system rules and organisational procedures 1.5 Explain to user any obstacles to obtaining specific records within specified time and reach agreement on a timeframe for provision of records
2. Interpret and administer access rules and procedures	2.1 Identify person requesting record/s and confirm access category, in accordance with organisational procedures 2.2 Apply access restriction rules and guidelines to record/s requested to match access category of person requesting record/s 2.3 Inform person requesting record/s of their rights to review the decision where access restriction rules and guidelines prevent access
3. Provide the required information and/or records	3.1 Prepare requested information/records in appropriate formats, and in accordance with organisational procedures and specified timelines 3.2 Mask specific records, or portions thereof, in accordance with access rules and organisational procedures 3.3 Document records retrieved and used to provide information, in accordance with business or records system operation and organisational procedures 3.4 Record new locations provided to user in accordance with system rules and organisational procedures 3.5 Deliver record, or record information, within specified timeframes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.3, 2.1, 2.2	Identifies and interprets information from a variety of organisational and regulatory texts to determine required actions
Writing	1.2, 1.4, 1.5, 2.3, 3.1, 3.3, 3.4	Prepares information for others in required organisational format Inputs information to locate records and records details of documents according to organisational requirements
Oral Communication	1.1, 1.5, 2.1, 2.3	Communicates verbally to gather or provide information using language appropriate to audience
Numeracy	1.2, 1.3, 1.5	Recognises and interprets numerical information relating to record storage systems, record classification, timeframes and dates
Navigate the world of work	1.4, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4	Understands and adheres to organisational policies and procedures
Get the work done	1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 3.1, 3.5	Takes responsibility for planning, organising and implementing tasks required to achieve organisational requirements in a timely fashion Takes responsibility for the outcomes of routine decisions related directly to own role Uses digital systems and tools to complete routine tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBRKG402 Provide information from and about records	BSBRKG402B Provide information from and about records	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBRKG402 Provide information from and about records

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify records which accurately fulfil users’ requests in specified timeframes

apply access and security rules to the provision of records

complete documentation required for record retrieval including new location.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain the identification system used by the organisation to name, code, locate and categorise records

explain the general principles and processes of records management and records management systems, such as:

systems of control

records continuum theory

mandate and ownership of business process

environmental context

records characteristics

explain organisational policies, strategies and procedures that relate to records access and security.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – recordkeeping field of work and include access to:

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBRKG403 Set up a business or records system for a small business

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to research, develop and implement business or records systems for a small office.

It applies to individuals who use a range of organisational, analytical and communication techniques to carry out the responsibilities of their role and report the outcomes directly to a supervisor or manager within the business or section of a larger organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Knowledge Management – Recordkeeping

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine recordkeeping requirements	1.1 Identify and document core business, supporting activities, resources, and business and social context using observation and consultation 1.2 Determine security and access requirements for business or records system content from analysis of organisation’s activities 1.3 Analyse business documentation to determine organisational reporting and accountability requirements 1.4 Identify organisational functions and activities for which records must be kept, from analysis of business and context documentation 1.5 Determine nature, detail, and format of records (content and metadata) for each organisational function and activity from analysis of the business and its context
2. Devise an appropriate recordkeeping system	2.1 Determine metadata needed to store, locate and retrieve records in a business or records system 2.2 Select size of business or records system appropriate to scale and nature of business operations 2.3 Select technological requirements of business or records systems appropriate to scale and nature of business operations 2.4 Select cost structure for business or records systems appropriate to scale, nature, and organisational cash flow requirements 2.5 Ensure maintenance, disposal and updating requirements of business or records system conform to scale, nature, and culture of the organisation 2.6 Select business or records system suited to projected growth of the organisation
3. Develop business rules and procedures to support operations	3.1 Develop rules for incorporating individual records and records capture information into the business or records system 3.2 Develop rules for deciding and recording retention periods and appropriate disposal actions for records 3.3 Develop and document procedures for the use of the system 3.4 Provide system users with training or instructions in the use of the business or records system, appropriate to the culture and scale of the organisation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.5, 2.1, 2.5	Evaluates and interprets information from a range of relevant sources and identifies relevant and key information
Writing	1.1, 3.1, 3.2, 3.3, 3.4	Creates documents to convey information and instructions using language and format appropriate to text and audience
Oral Communication	1.1, 3.4	Uses active listening and questioning techniques to confirm and clarify information Communicates using words and non-verbal features appropriate to the audience and context
Numeracy	1.1, 1.4, 2.4, 3.2	Interprets, compares and contrasts numerical data to determine needs Uses numerical systems associated with record storage systems
Navigate the world of work	1.3, 3.3	Uses understanding of organisational and legislative requirements in planning an appropriate recordkeeping system
Interact with others	1.1, 3.4	Actively identifies the requirements of important communication exchanges, selecting appropriate channels, format and content to suit purpose and audience
Get the work done	1.1-1.5, 2.1-2.6, 3.4	Sequences and schedules tasks required to achieve outcomes and manages relevant communication Gathers, analyses and evaluates information to decide on system requirements Considers purpose, needs and limitations when selecting digital devices and applications Uses digital systems and tools to complete routine tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBRKG403 Set up a business or records system for a small business	BSBRKG403C Set up a business or records system for a small business	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBRKG403 Set up a business or records system for a small business

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

document the steps used to determine the criteria for a business or records system appropriate to the organisation’s business functions and reporting requirements

develop and implement a business or records system including documented rules, procedures, user instructions and training materials.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain the general principles and processes of records management and records management systems, such as:

systems of control

records continuum theory

mandate and ownership of business process

environmental context

records characteristics

describe the internal controls required of the business or records system

outline the characteristics of the organisational functions, structure and culture relevant to the setup of the business or records system

describe the organisational policies and strategies required by a newly established business or records system

outline key provisions of relevant legislation that apply to a business or records system.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – recordkeeping field of work and include access to:

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBRKG502 Manage and monitor business or records systems

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to set up the operational frameworks for the creation, capture and use of records and to monitor and review these frameworks and activities within a business or records system of a specific business domain.

It applies to individuals who work closely with other staff members in an organisation and may also have a degree of individual responsibility and autonomy. They use a range of organisational, analytical and managerial techniques to perform their work in business and records systems or in specialist recordkeeping environments, such as archives.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Knowledge Management – Recordkeeping

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine requirements or modifications	1.1 Identify and document core business, supporting activities, resources, business and social context, using observation and consultation 1.2 Determine security and access requirements for business or records system content from analysis of organisation’s activities 1.3 Analyse organisational reporting and accountability requirements in the context of the business documentation 1.4 Identify organisational functions and activities for which records must be kept, from analysis of business and context documentation 1.5 Determine format content and metadata of records for each organisational function from analysis of the business and its context
2. Devise an appropriate recordkeeping system	2.1 Determine metadata needed to manage record storage, location and retrieval in a business or records system 2.2 Select scale, and number of business or records systems appropriate to scale and nature of business operations 2.3 Select technological requirements of business or records systems appropriate to scale and nature of business operations 2.4 Select cost structure for business or records systems appropriate to scale, nature, and organisational cash flow requirements 2.5 Ensure maintenance, disposal and updating requirements of business or records system conform to scale, nature, and culture of the organisation 2.6 Select business or records system suited to the projected growth of the organisation
3. Develop an implementation plan	3.1 Identify and document recordkeeping responsibilities of individual personnel or organisational units 3.2 Develop measurable performance indicators for recordkeeping activities 3.3 Develop procedures and guidelines for capturing and controlling records 3.4 Communicate an implementation plan to users of the system and other relevant organisational staff
4. Monitor and review business or records system	4.1 Monitor business and records system and notify staff in accordance with approved timeframes, frequency, and organisational policies and guidelines where applicable 4.2 Record details of variation from business or records system’s rules, standards and procedures that exceed agreed limits 4.3 Provide required reports to appropriate authority relating to use and maintenance of records 4.4 Designate responsibilities to staff for record creation and capture activities in accordance with organisational policies
5. Identify and respond to problems and changes	5.1 Use monitoring reports and external events to identify any problems and changes that require a systemic response 5.2 Make recommendations for revisions to systems, procedures, and strategic plans in response to identified variations, changes and problems 5.3 Devise amendments to systems and implementation or other plans where required 5.4 Prepare recommendations for system amendments, planning and implementation 5.5 Authorise or gain authorisation, for procedures for using the business or records systems, and for any subsequent alterations and amendments to the procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.5, 3.1, 3.2, 4.1, 4.2, 5.1	Critically evaluates content from a range of structurally complex texts and applies to own context
Writing	1.1, 1.2, 1.5. 2.1, 3.1-3.4, 4.1, 4.2, 4.3, 4.4, 5.2, 5.4, 5.5	Uses clear, accurate and relevant language to organise, record and update information and complete workplace documentation
Oral Communication	1.1, 3.1, 3.4, 4.4, 5.5	Employs active listening and questioning techniques to confirm requirements Clearly articulates plans and responsibilities to relevant personnel using appropriate language and features
Numeracy	1.1, 1.4, 2.1, 2.4	Identifies and comprehends numerically expressed information in financial records and other business documentation that informs of recordkeeping system requirements Assesses need for numerical information in metadata and calculates costs associated with system structure and operation
Navigate the world of work	3.3, 4.1, 5.1, 5.2	Develops and maintains organisational policies and procedures, monitors adherence, and understands how own role contributes to broader goals of the work environment
Interact with others	3.4, 4.3, 5.5	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role
Get the work done	1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 4.4, 5.1, 5.2, 5.3	Takes responsibility for planning and organising own workload and tasks to ensure work deadlines are met Makes decisions by using systematic, analytical processes, setting goals, gathering relevant information and identifying and evaluating options against agreed criteria Understands the purposes, specific functions and key features of digital systems and tools Recognises and addresses some unfamiliar problems of increasing complexity within own scope

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBRKG502 Manage and monitor business or records systems	BSBRKG502B Manage and monitor business or records systems	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBRKG502 Manage and monitor business or records systems

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

analyse, develop and document a business or records system including a detailed implementation plan

develop specifications and performance indicators to monitor system effectiveness

develop and document a plan to address issues identified during monitoring or review.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain general principles and processes of records management and records management systems, such as:

systems of control

records continuum theory

mandate and ownership of business process

explain the characteristics of the organisational functions, structure and culture relevant to the business or records system

explain the organisational policies, strategies and procedures for records access and security

identify problems and changes that could require a systemic response.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – recordkeeping field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies, and where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBRKG505 Document or reconstruct a business or records system

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to document or reconstruct a business or records system and its context.

It applies to individuals who use a range of organisational and analytical techniques to perform their work in archival or general record systems environments. They work closely with other members of an organisation and have individual responsibility for documenting or reconstructing systems.

A business or records system may need to be reconstructed for a variety of reasons, including:

capturing into archival control systems for access and control purposes

changes to the system of control including computerisation or migration between systems

transfer of an organisation’s ownership or control arising from amalgamation, takeover or bankruptcy

administrative change, closure of offices or changes in accommodation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Knowledge Management – Recordkeeping

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish activities and functions documented by records	1.1 Identify and document actions, activities and jurisdiction by which records are generated 1.2 Establish boundaries and relationships of activities and functions of records, and check these against a functional analysis of the organisation 1.3 Identify creators of records by mapping them to the parts of the organisation responsible for functions or activities 1.4 Establish and document changes to functions or activities from the records, and verify against other appropriate sources over the time period of the records
2. Analyse the context of records and systems	2.1 Identify and describe previous or subsequent records or series to place records in their context, in accordance with organisational standards 2.2 Identify changes to business or records systems which have occurred over time, including any anomalies to the systemic order of records 2.3 Identify and describe creators of records, including their accountabilities and functional responsibilities 2.4 Identify specific records by nature of their content, similar function, or systemic relationship 2.5 Document and report on the system and records, including identifying any changes and anomalies, in accordance with organisational standards
3. Document reconstruction of the business or records system	3.1 Identify and document elements of the business or records system from records 3.2 Identify and document records series in accordance with organisational standards and procedures 3.3 Establish and maintain control by capturing records in accordance with organisational standards and procedures where system is inadequate or not apparent

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.4, 2.1, 2.2, 3.1, 3.2, 3.3	Critically organises, evaluates and applies content from a range of structurally complex texts
Writing	1.1, 1.4, 2.3, 2.5, 3.1, 3.2	Uses clear, accurate and relevant language to organise, record and update information and complete workplace documentation
Oral Communication	2.3	Participates effectively in interactions with stakeholders using listening and questioning to obtain required information
Numeracy	2.1, 2.2	Locates and interprets numerical information in records and the organisation of records systems to identify contextual anomalies
Navigate the world of work	2.1, 2.5, 3.2, 3.3	Adheres to organisational policies and procedures
Get the work done	1.1-1.4, 2.1-2.5, 3.1-3.3	Takes responsibility for planning and organising tasks and own workload to reconstruct a business or records system Uses problem-solving and analysis skills to interpret and apply principles of business or records systems according to organisational requirements

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBRKG505 Document or reconstruct a business or records system	BSBRKG505B Document or reconstruct a business or records system	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBRKG505 Document or reconstruct a business or records system

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

document an analysis of information about records relating to the organisational activities

apply suitable records series and records systems to the reconstruction of a business records system.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain general principles and processes of records management and records management systems, such as:

systems of control

records continuum theory

mandate and ownership of business process

explain the organisational business functions, structure and culture relevant to the reconstruction of the records system

explain the organisational policies, strategies and procedures relevant to records access, classification and security.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – recordkeeping field of work and include access to:

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBRSK401 Identify risk and apply risk management processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to identify risks and to apply established risk management processes to a defined area of operations that are within the responsibilities and obligations of the role.

It applies to individuals with a broad knowledge of risk analysis or project management who contribute well developed skills in creating solutions to unpredictable problems through analysis and evaluation of information from a variety of sources. They may have responsibility to provide guidance or to delegate aspects of these tasks to others.

In this unit, risks applicable within own work responsibilities and area of operation, may include projects being undertaken individually or by a team, or operations within a section of the organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – Risk Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify risks	1.1 Identify the context for risk management 1.2 Identify risks using tools, ensuring all reasonable steps have been taken to identify all risks 1.3 Document identified risks in accordance with relevant policies, procedures, legislation and standards
2. Analyse and evaluate risks	2.1 Analyse and document risks in consultation with relevant stakeholders 2.2 Undertake risk categorisation and determine level of risk 2.3 Document analysis processes and outcomes
3. Treat risks	3.1 Determine appropriate control measures for risks and assess for strengths and weaknesses 3.2 Identify control measures for all risks 3.3 Refer risks relevant to whole of organisation or having an impact beyond own work responsibilities and area of operation to others as per established policies and procedures 3.4 Choose and implement control measures for own area of operation and/or responsibilities 3.5 Prepare and implement treatment plans
4. Monitor and review effectiveness of risk treatment/s	4.1 Regularly review implemented treatment/s against measures of success 4.2 Use review results to improve the treatment of risks 4.3 Provide assistance to auditing risk in own area of operation 4.4 Monitor and review management of risk in own area of operation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2	Comprehends documents and texts of varying complexity to extract and analyse relevant information
Writing	1.3, 2.1, 2.3, 3.5	Uses specific, industry related terminology and logical organisational structure in workplace documents that identify and analyse risk and report management process outcomes
Oral communication	2.1	Participates effectively in interactions with stakeholders by using questioning and listening to elicit opinions and clarify understanding
Numeracy	1.2, 4.1	Uses numerical tools to assess risk and uses numerical data to review plans
Navigate the world of work	1.1, 1.3, 3.3	Complies with organisational and legislative requirements Takes responsibility for identification and management of risk within own work context and refers matters to others as required
Interact with others	2.1	Selects appropriate communication protocols and conventions when conferring with others to establish risk management requirements
Get the work done	1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4	Determines job sequence and works logically and systematically to undertake defined tasks Uses analysis and consultative processes to inform decisions about selection and implementation of risk control measures Evaluates effectiveness of plans and results to inform improvement decisions Uses familiar digital technologies and systems to access information, prepare plans and communicate with others

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBRSK401 Identify risk and apply risk management processes	BSBRSK401A Identify risk and apply risk management processes	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBRSK401 Identify risk and apply risk management processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to apply organisational policies, procedures and processes to:

identify risks

consult with relevant stakeholders to analyse and evaluate risks

identify and evaluate control measures

develop and implement treatment plans for own area or responsibility

refer risks that are beyond own area of responsibility to others

maintain risk management documentation.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline techniques for identifying and evaluating risks

outline organisational policies, procedures or processes for risk management

give examples of areas where risks are commonly identified in an organisation

outline the purpose and key elements of current risk management standards

outline the legislative and regulatory context of the organisation in relation to risk management

describe the organisation's auditing requirements relating to risk management.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk - risk management field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBRSK501 Manage risk

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes skills and knowledge required to manage risks in a range of contexts across an organisation or for a specific business unit or area in any industry setting.

It applies to individuals who are working in positions of authority and are approved to implement change across the organisation, business unit, program or project area. They may or may not have responsibility for directly supervising others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Regulation, Licensing and Risk – Risk Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish risk context	1.1 Review organisational processes, procedures and requirements for undertaking risk management in accordance with current risk management standards 1.2 Determine scope for risk management process 1.3 Identify internal and external stakeholders and their issues 1.4 Review political, economic, social, legal, technological and policy context 1.5 Review strengths and weaknesses of existing arrangements 1.6 Document critical success factors, goals or objectives for area included in scope 1.7 Obtain support for risk management activities 1.8 Communicate with relevant parties about the risk management process and invite participation
2. Identify risks	2.1 Invite relevant parties to assist in the identification of risks 2.2 Research risks that may apply to scope 2.3 Use tools and techniques to generate a list of risks that apply to the scope, in consultation with relevant parties
3. Analyse risks	3.1 Assess likelihood of risks occurring 3.2 Assess impact or consequence if risks occur 3.3 Evaluate and prioritise risks for treatment
4. Select and implement treatments	4.1 Determine and select most appropriate options for treating risks 4.2 Develop an action plan for implementing risk treatment 4.3 Communicate risk management processes to relevant parties 4.4 Ensure all documentation is in order and appropriately stored 4.5 Implement and monitor action plan 4.6 Evaluate risk management process

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.4, 1.5, 2.2	Comprehends a variety of relatively complex texts Gathers, interprets and analyses textual information from a range of sources to identify relevant information
Writing	1.6, 1.8, 2.1, 2.3, 4.3	Develops textual material and organises content in a manner that effectively documents risk management analysis and assessment priorities and processes
Oral Communication	1.8, 2.1, 2.3, 4.3	Participates in interactions with stakeholders using questioning and listening to elicit opinions, and to confirm and clarify understanding
Numeracy	2.2	Uses numerical tools to assess risk and uses numerical data to review plans
Navigate the world of work	1.1, 2.1, 4.3	Refers to organisational processes, procedures and requirements when making decisions about risk management
Interact with others	1.8, 2.1, 2.3, 4.3	Establishes and uses appropriate conventions and protocols when communicating with stakeholders about risk management Consults and negotiates with stakeholders about risk management processes and outcomes
Get the work done	1.2, 1.3, 1.5, 1.7, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.4, 4.5, 4.6	Sequences and schedules a range of routine and complex activities, monitors implementation, evaluates processes and manages relevant communication Systematically analyses information to decide on appropriate risk management treatments Uses digital technologies and systems to access information, document plans and communicate with others

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBRSK501 Manage risk	BSBRSK501B Manage risk	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBRSK501 Manage risk

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

analyse information from a range of sources to identify the scope and context of the risk management process including:

stakeholder analysis

political, economic, social, legal, technological and policy context

current arrangements

objectives and critical success factors for the area included in scope

risks that may apply to scope

consult and communicate with relevant stakeholders to identify and assess risks, determine appropriate risk treatment actions and priorities and explain the risk management processes

develop and implement an action plan to treat risks

monitor and evaluate the action plan and risk management process

maintain documentation.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the purpose and key elements of current risk management standards

outline the legislative and regulatory context of the organisation in relation to risk management

outline organisational policies, procedures and processes for risk management.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk - risk management field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSMB401 Establish legal and risk management requirements of small business

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to assess and prioritise risks and identify and comply with all regulations affecting the business.

It applies to individuals operating a small business or setting up a department within a larger organisation, who are skilled at communicating and interpreting legislation and regulations.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Small and Micro Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify and implement business legal requirements	1.1 Identify and research possible options for the business legal structure using appropriate sources 1.2 Determine legislation and regulatory requirements affecting operations of the business under its chosen structure 1.3 Develop and implement procedures to ensure full compliance with relevant legislation and regulatory requirements
2. Comply with legislation, codes and regulatory requirements	2.1 Establish systems to ensure legal rights and responsibilities of the business are identified and the business is adequately protected, specifically in relation to occupational health and safety (OHS), business registration and environmental requirements 2.2 Identify taxation principles and requirements relevant to the business, and follow procedures to ensure compliance 2.3 Identify and carefully maintain legal documents and maintain and update relevant records to ensure their ongoing security and accessibility 2.4 Monitor provision of products and services of the business to protect legal rights and to comply with legal responsibilities 2.5 Conduct investigations to identify areas of noncompliance with legal and regulatory requirements, and take corrective action where necessary
3. Negotiate and arrange contracts	3.1 Seek legal advice on contractual rights and obligations, if required, to clarify business liabilities 3.2 Investigate and assess potential products/services to determine procurement rights and ensure protection of business interests where applicable 3.3 Negotiate and secure contractual procurement rights for goods and services including contracts with relevant people, as required, in accordance with the business plan 3.4 Identify insurance requirements and acquire adequate cover 3.5 Identify options for leasing/ownership of business premises and complete contractual arrangements in accordance with the business plan

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1-2.4, 3.2-3.5	Identifies, analyses and evaluates a range of complex text to determine legislative, regulatory and related business requirements
Writing	1.3, 2.1, 2.3, 2.5, 3.1, 3.3, 3.5	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	2.5, 3.1, 3.3	Uses specific and relevant language to clearly articulate legal issues, and uses questioning and listening techniques to clarify solutions Participates in verbal negotiations using language suitable to audience
Numeracy	2.2, 2.5, 3.3, 3.4	Reviews, analyses, compares and contrasts numerical data which may be embedded in documents Calculates business insurance costs and compares costing options
Navigate the world of work	1.2, 1.3, 2.1	Monitors adherence to organisational policies and legislative responsibilities and considers own role in terms of its contribution to broader goals of work environment
Interact with others	3.1, 3.3	Plays a lead role in situations requiring effective collaboration, demonstrating high-level influencing skills, focusing and shaping awareness, and engaging and motivating others
Get the work done	1.1-1.3, 2.1	Plans, organises and implements tasks required to determine legal and risk management requirements Implements actions as per plan, making adjustments if necessary and addressing unexpected issues Understands importance of secure information in relation to own work and takes personal responsibility for identifying and managing risk factors Makes a range of critical and non-critical decisions in complex situations, taking a range of factors into account

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSMB401 Establish legal and risk management requirements of small business	BSBSMB401A Establish legal and risk management requirements of small business	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSMB401 Establish legal and risk management requirements of small business

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

demonstrate a systematic approach to identifying, managing and meeting legal and business requirements, specifically in regard to OHS, business registration and environmental requirements

ensure compliance, by:

following taxation principles

updating and maintaining legal documents

investigating areas of non-compliance

monitoring provision of products and services

taking corrective action where necessary

negotiate and arrange contracts, including:

seeking legal advice

investigating procurement rights

following the business plan

identifying insurance requirements

identifying options of leasing/ownership of business premises.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline business registration and licensing requirements

identify commonwealth, state/territory and local government legislative requirements relating to business operation

explain creation and termination of relevant legal contracts

summarise relevant cultural differences and legal implications

describe legal rights and obligations of alternative ownership structures

outline necessary record keeping to meet minimum legal and taxation requirements

summarise relevant consumer legislation and industry codes of practice

explain relevant insurance requirements and products.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Management and Leadership – Small and Micro Business field of work and include access to:

office equipment and resources for analysis of data

relevant legislation, regulations, standards and codes

relevant workplace documentation

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSMB402 Plan small business finances

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to identify financial requirements of a business, including profit targets, cash flow projections and strategies to garner financial support.

It applies to individuals who operate a small business or work within an existing micro or small businesses or in a department of a larger organisation. Individuals in this role interpret financial data competently and are skilled communicators.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Small and Micro Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify costs, calculate prices and prepare profit statement	1.1 Identify and document costs associated with production and delivery of the business’ products/services 1.2 Calculate prices based on costs and profit margin, as an hourly charge-out rate for labour or unit price for products 1.3 Calculate breakeven sales point to establish business viability and profit margins 1.4 Identify appropriate pricing strategies in relation to market conditions to meet business profit targets 1.5 Prepare projected profit statement to supplement the business plan
2. Develop a financial plan	2.1 Set profit targets/goals to reflect owner’s desired returns 2.2 Identify working capital requirements necessary to attain profit projections 2.3 Identify noncurrent asset requirements and consider alternative asset management strategies 2.4 Prepare cash flow projections to enable business operation in accordance with business plan and legal requirements 2.5 Identify capital investment requirements accurately for each operational period 2.6 Select budget targets to enable ongoing monitoring of financial performance
3. Acquire finance	3.1 Identify startup and ongoing financial requirements according to financial plan/budget 3.2 Identify sources of finance, including potential financial backers, to provide required liquidity for the business to complement business goals and objectives 3.3 Investigate cost of securing finance on optimal terms 3.4 Identify strategies to obtain finance as required to ensure financial viability of the business

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.5, 2.1-2.5, 3.1, 3.2	Identifies, analyses and evaluates complex information from a range of sources
Writing	1.1, 1.5, 2.1, 2.4, 3.2	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	1.1, 3.2	Uses specific and relevant language to secure finance and uses questioning and listening techniques to clarify outcomes Participates in verbal negotiations using language suitable to audience
Numeracy	1.1-1.5, 2.1, 2.2, 2.4-2.6, 3.1, 3.3, 3.4	Analyses numerical information to determine costs, prices, profit and losses, and other financial data
Navigate the world of work	2.4	Appreciates implications of legal and regulatory responsibilities related to own work
Get the work done	1.1, 1.4, 2.1-2.3, 2.5, 2.6, 3.1, 3.2, 3.4	Sequences and schedules tasks required to implement and monitor financial strategies Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of constraints into account, making adjustments as necessary Regularly uses formal thinking techniques to generate new ideas

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSMB402 Plan small business finances	BSBSMB402A Plan small business finances	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSMB402 Plan small business finances

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop a financial plan which identifies financial requirements of the business, including cash flow projections and a projected profit statement

follow the business plan, including:

demonstrating an awareness of appropriate legal requirements

implementing strategies to monitor financial performance

identify sources and investigate costs of securing appropriate financial assistance.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain breakeven analysis

clarify costing for the business, including margin/markup, hourly charge-out rates and unit costs

summarise financial decision-making relevant to the business

outline methods and relative costs of obtaining finance

summarise principles for preparing balance sheets

provide a detailed explanation of:

principles for preparation of cash flow forecasts

principles for preparation of profit and loss statements

purpose of financial reports

describe working capital cycles.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Management and Leadership – Small and Micro Business field of work and include access to:

office equipment and resources for financial calculations

relevant workplace documentation

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSMB403 Market the small business

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to monitor and improve business performance via a clear strategy complementing the business plan.

It applies to individuals who operate a small business independently or within a larger organisation. Individuals in this role analyse and interpret market data and are proficient communicators.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Small and Micro Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop marketing strategies	1.1 Analyse the business and its key products or services to determine focus of marketing activities, in accordance with objectives of the business plan 1.2 Evaluate customer base and target market for the small business as a basis for marketing objectives and strategies 1.3 Determine marketing objectives and strategies are ethically and culturally appropriate, in consultation with relevant people and in accordance with the business plan
2. Determine a marketing mix for the business	2.1 Balance product mix, volumes and pricing to optimise sales and profit 2.2 Evaluate costs and benefits of using different distribution channels and/or providing different levels of customer service, and consider results in determining marketing mix 2.3 Determine promotional activities to suit target market 2.4 Consider customer needs and preferences in determining marketing mix 2.5 Determine marketing mix according to market and business needs
3. Implement marketing strategies	3.1 Brief those involved in the marketing effort on their roles and responsibilities, to ensure success of marketing strategies 3.2 Plan and implement promotional activities, in accordance with marketing objectives and budgetary requirements
4. Monitor and improve marketing performance	4.1 Monitor marketing activities and evaluate business performance according to objectives and targets of the business plan 4.2 Analyse performance gaps and take corrective action or set new targets 4.3 Encourage all relevant people to propose ways to improve marketing performance 4.4 Seek and analyse customer reaction to all aspects of the marketing mix, using culturally appropriate processes, to improve targeting and outcomes 4.5 Conduct ongoing research of customer requirements to identify opportunities for change and improvement 4.6 Monitor and investigate market changes for new opportunities to aid business development

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.2-2.4, 3.2, 4.1, 4.4, 4.6	Identifies, analyses and evaluates complex information from a range of sources
Writing	1.3, 2.3, 2.5, 3.1, 3.2, 4.4-4.6	Prepares reports and other workplace documentation using structure, layout and terminology appropriate to the audience
Oral Communication	1.3, 3.1, 4.3, 4.4	Presents ideas and requirements clearly and using language and non-verbal techniques appropriate to audience and environment Uses questioning and listening to check and confirm understanding
Numeracy	2.1, 2.2, 3.2, 4.2	Analyses numerical information to determine budgetary requirements and product quantities Uses a range of calculation methods to evaluate costs and benefits
Navigate the world of work	4.5	Regularly reviews current situation and develops strategies to address improvements in marketing performance
Interact with others	4.3	Recognises importance of building rapport to establish effective working relationships
Get the work done	1.1-1.3, 2.1-2.5, 3.2, 4.1, 4.2	Plans, organises and implements tasks required to develop and implement marketing strategies Implements actions as per plan, making slight adjustments if necessary and addressing some unexpected issues Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of constraints into account Identifies concepts, principles and features of approaches in use in other contexts, and redesigns these to suit own situation Uses formal and informal processes to monitor implementation of solutions and reflect on outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSMB403 Market the small business	BSBSMB403A Market the small business	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSMB403 Market the small business

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

determine objectives of the business plan, including marketing activity focus

evaluate customer base

understand what is ethically and culturally appropriate

determine a marketing mix according to market and business needs, including:

ability to optimise sales and profit

ability to evaluate costs and benefits

determine customer needs and promotional activities

determine marketing strategies, including briefing appropriate personnel on their responsibilities

monitor and evaluate activities and performance, and correct performance gaps

consult and communicate effectively with relevant people

research and monitor ongoing changes and improvements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

discuss industry market trends

identify performance evaluation methods

explain methods of analysing costs and benefits of marketing strategies

summarise methods of developing marketing objectives and marketing mix

outline methods of monitoring customer satisfaction

identify relevant market analysis and research

provide a detailed explanation of relevant marketing concepts and methods.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Management and Leadership – Small and Micro Business field of work and include access to:

office equipment and resources for analysis of data

relevant workplace documents

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSMB404 Undertake small business planning

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to research and develop an integrated business plan for achieving business goals and objectives.

It applies to individuals who operate a small business that operates independently, or as part of a larger organisation. Individuals in this role interpret business information and numerical data competently and are skilled communicators.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Small and Micro Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify elements of the business plan	1.1 Identify purpose of the business plan 1.2 Identify and review essential components of the business plan 1.3 Identify and document business goals and objectives as a basis for measuring business performance
2. Develop a business plan	2.1 Research resources, legal and compliance requirements, specifically in relation to occupational health and safety (OHS), in accordance with business goals and objectives 2.2 Research market needs, and market size and potential 2.3 Identify sources and costs of finance, from financial plan, to provide required liquidity and profitability for the business 2.4 Identify methods, from marketing strategies, to promote market exposure of the business 2.5 Identify methods/means of production/operation from production/operations plan to conform with business goals and objectives 2.6 Identify staffing requirements to effectively produce/deliver products/services 2.7 Identify specialist services and sources of advice, where required, and cost in accordance with available resources
3. Develop strategies for minimising risks	3.1 Identify specific interests and objectives of relevant people and seek and confirm their support of planned business direction 3.2 Identify and develop risk management strategies according to business goals and objectives, and relevant legal requirements 3.3 Develop a contingency plan to address possible areas of nonconformance with the plan

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1-2.7, 3.1, 3.2	Identifies, analyses and evaluates complex workplace documentation during planning process
Writing	1.3, 2.3-2.7, 3.1-3.3	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	3.1	Articulates ideas and requirements using language appropriate to audience
Numeracy	2.2, 2.3, 2.5-2.7	Interprets numerical information to determine prospective markets, resource allocations and business profits/losses
Navigate the world of work	2.1, 3.2	Appreciates implications of legal and regulatory responsibilities related to own work
Get the work done	1.1, 1.2, 2.1-2.7, 3.2, 3.3	Plans, organises and implements tasks required to develop a business plan Implements actions as per plan, making slight adjustments if necessary, and addressing some unexpected issues Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of constraints into account Identifies concepts, principles and features of approaches in use in other contexts, and redesigns these to suit own situation Uses formal and informal processes to monitor implementation of solutions and reflect on outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSMB404 Undertake small business planning	BSBSMB404A Undertake small business planning	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSMB404 Undertake small business planning

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop a business plan which provides for finance, marketing and provision of products/services to facilitate all business goals and objectives

identify and plan all work health and safety (WHS) responsibilities

develop risk management strategies including a contingency plan for non-conformance.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

discuss commonwealth, state/territory and local government legislative requirements and industry codes of practice relating to small business planning

explain methods of evaluation

summarise WHS responsibilities and procedures for identifying hazards relevant to the business

outline planning processes

describe preparation of a business plan

identify principles of risk management relevant to business planning

explain reasons for, and benefits of, business planning

outline setting goals and objectives

explain types of business planning – feasibility studies; strategic, operational, financial and marketing planning.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Management and Leadership – Small and Micro Business field of work and include access to:

office equipment and resources

relevant legislation, regulations, standards and codes

relevant workplace documentation

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSMB405 Monitor and manage small business operations

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to implement a business plan and modify operations as required.

It applies to individuals who operate a small business which stands alone, or is part of a department within a larger organisation. Individuals in this role are skilful communicators and interpret numerical data with ease.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Small and Micro Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop operational strategies and procedures	1.1 Develop an action plan to provide a clear and coherent direction, in accordance with business goals and objectives 1.2 Identify work health and safety (WHS) and environmental issues, and implement strategies to minimise risk factors 1.3 Develop a quality system for the business in line with industry standards, compliance requirements and cultural criteria 1.4 Develop performance measures and operational targets to conform with the business plan 1.5 Develop strategies for innovation, including utilisation of existing, new or emerging technologies, where practicable, to optimise business performance
2. Implement operational strategies and procedures	2.1 Implement systems and key performance indicators/targets to monitor business performance and customer satisfaction 2.2 Implement systems to control stock, expenditure/cost, wastage/shrinkage and risks to health and safety in accordance with the business plan 2.3 Maintain staffing requirements, where applicable, within budget, to maximise productivity 2.4 Carry out provision of goods/services in accordance with established legal, ethical cultural and technical standards 2.5 Provide goods/services in accordance with time, cost and quality specifications, and customer requirements 2.6 Apply quality procedures to address product/service and customer requirements
3. Monitor business performance	3.1 Regularly monitor/review achievement of operational targets to ensure optimum business performance, in accordance with business plan goals and objectives 3.2 Review systems and structures, with a view to more effectively supporting business performance 3.3 Investigate and analyse operating problems to establish causes and implement changes as required, as part of the business quality system 3.4 Amend operational policies and procedures to incorporate corrective action
4. Review business operations	4.1 Review and adjust business plan, as required, to maintain business viability, in accordance with business goals and objectives 4.2 Clearly record proposed changes to aid future planning and evaluation 4.3 Undertake ongoing research into new business opportunities and adjust business goals and objectives as new business opportunities arise

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.3, 1.5, 2.1, 2.2, 2.4, 2.5, 3.1, 4.1	Evaluates complex text to determine legislative, regulatory and workplace documentation
Writing	1.1, 1.3-1.5, 3.2, 3.4, 4.1, 4.2	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	3.2	Articulates clearly using specific and relevant language suitable to audience to convey requirements, and employs listening and questioning techniques to confirm understanding
Numeracy	2.2, 2.3, 2.5	Interprets numerical information to manage performance information and regulate cash flow
Navigate the world of work	1.1-1.3, 2.2, 2.4, 4.1	Develops and revises organisational policies and procedures Appreciates implications of legal and regulatory responsibilities related to own work with specific reference to safety
Get the work done	1.1, 1.3-1.5, 2.1-2.3, 2.5, 2.6, 3.1-3.3, 4.1, 4.3	Plans, organises and implements tasks required to implement strategies and procedures Reflects on how digital systems and tools are used or could be used to achieve work goals Identifies concepts, principles and features of approaches in use in other contexts and considers how these may suit own situation Uses experiences to reflect on how variables impact decision outcomes, and to gain insights into what constitutes ‘good’ judgement and an effective decision in different contexts

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSMB405 Monitor and manage small business operations	BSBSMB405B Monitor and manage small business operations	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSMB405 Monitor and manage small business operations

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop strategies and procedures to successfully manage business operations, including:

developing an action plan

identifying risk management procedures

developing a quality system

implementing performance measures

utilising technologies to optimise business performance

implement and monitor strategies and procedures developed, including:

analysing and correcting business problems

reviewing and adjusting the business plan

record and research business improvements

make appropriate adjustments to business operations as required.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain methods for implementing operation and revenue control systems

summarise methods for monitoring performance and implementing improvements

outline work health and safety (WHS) responsibilities and procedures for managing hazards

identify relevant principles of risk management, including risk assessment

clarify quality system principles and methods

explain relevant marketing, sales and financial concepts

summarise relevant performance measures

outline systems to manage staff, stock, expenditure, services and customer service

identify technical or specialist skills relevant to business operations.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Management and Leadership – Small and Micro Business field of work and include access to:

office equipment and resources

relevant legislation, regulations, standards and codes

relevant workplace documentation

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSMB406 Manage small business finances

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to implement and review financial management strategies on a regular basis.

It applies to individuals who operate a small business that stands alone, or is part of a department within a larger organisation. Individuals in this role are skillful communicators and interpret financial reports and other numerical data with ease.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Management and Leadership – Small and Micro Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Implement financial plan	1.1 Identify financial information requirements and obtain specialist services, as required, to profitably operate and extend the business in accordance with the business plan 1.2 Produce financial budgets/projections, including cash flow estimates, as required for each forward period, and distribute to relevant people in accordance with legal requirements 1.3 Negotiate, secure and manage business capital to best enable implementation of the business plan and to meet requirements of financial backers 1.4 Develop and maintain strategies to enable adequate financial provision for taxation in accordance with legal requirements 1.5 Develop, monitor and maintain client credit policies, including contingencies for debtors in default, to maximise cash flow 1.6 Select key performance indicators to enable ongoing monitoring of financial performance 1.7 Record and communicate financial procedures to relevant people to facilitate implementation of the business plan
2. Monitor financial performance	2.1 Regularly monitor and report on financial performance targets, and analyse data to establish extent to which the financial plan has been met 2.2 Monitor marketing and operational strategies for their effects on the financial plan 2.3 Calculate and evaluate financial ratios according to own/industry benchmarks 2.4 Assess financial plan to determine whether variations or alternative plans are needed, and change as required

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.4, 2.1, 2.4	Evaluates complex text to determine legislative, regulatory and workplace documentation
Writing	1.2-1.5, 1.7, 2.1	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	1.3, 1.7	Provides clear explanations using language and features suitable to the audience Uses listening and questioning techniques to confirm understanding
Numeracy	1.1-1.5, 2.1, 2.3, 2.4	Interprets numerical information to calculate all relevant financial information
Navigate the world of work	1.2, 1.4	Appreciates implications of legal and regulatory responsibilities related to own work
Interact with others	1.3, 1.7	Selects appropriate form, channel and mode of communication for a specific purpose relevant to own role Uses effective negotiation skills to achieve outcomes
Get the work done	1.1, 1.2, 1.4-1.6, 2.2, 2.4	Plans, organises and implements tasks required to manage finances Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of factors into account Uses formal and informal processes to monitor implementation of ideas and reflect on outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSMB406 Manage small business finances	BSBSMB406A Manage small business finances	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSMB406 Manage small business finances

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

operate and extend the business according to the business plan, including:

adhering to legal requirements

meeting requirements of financial backers

defining strategies for contingencies for debtors

defining key performance indicators

communicating with relevant personal

monitor the business against financial plan and make changes as required.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

discuss benchmarking

explain financial decision-making relevant to the business

summarise significant financial indicators

outline purposes of financial reports

clarify preparation and interpretation of budget/actual reports

identify principles for preparing balance sheets and their interpretation

characterise principles for preparing profit and loss statements and their interpretation

discuss stock records / stock control relevant to the business.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Management and Leadership – Small and Micro Business field of work and include access to:

office equipment and resources

relevant workplace documentation

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSUS201 Participate in environmentally sustainable work practices

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to effectively measure current resource use and carry out improvements, including reducing the negative environmental impact of work practices.

It applies to individuals, working under supervision or guidance, who are required to follow workplace procedures and instructions, and work in an environmentally sustainable manner within scope of competency, authority and own level of responsibility.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Sustainability

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify current resource use	1.1 Identify workplace environmental and resource efficiency issues 1.2 Identify resources used in own work role 1.3 Document and measure current usage of resources using appropriate techniques 1.4 Record and file documentation measuring current usage, using technology (such as software systems) where applicable 1.5 Identify and report workplace environmental hazards to appropriate personnel
2. Comply with environmental regulations	2.1 Follow workplace procedures to ensure compliance 2.2 Report breaches or potential breaches to appropriate personnel
3. Seek opportunities to improve resource efficiency	3.1 Follow organisational plans to improve environmental practices and resource efficiency 3.2 Work as part of a team, where relevant, to identify possible areas for improvements to work practices in own work area 3.3 Make suggestions for improvements to workplace practices in own work area

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.3, 2.1, 3.1	Recognises and interprets textual information to establish job requirements from relevant information
Writing	1.3, 1.4, 1.5, 2.2	Completes documents using required formats
Oral Communication	1.5, 2.2, 3.3	Articulates ideas clearly and uses simple and relevant language to identify and report issues to designated person
Numeracy	1.3	Calculates basic metric measurements to determine resource usage
Navigate the world of work	2.1	Understands and adheres to legal and regulatory responsibilities related to own work
Interact with others	1.5, 2.2, 3.2, 3.3	Selects and uses appropriate conventions and protocols when communicating with co-workers in range of work contexts Collaborates and cooperates with others to achieve joint outcomes
Get the work done	1.1-1.4, 3.1, 3.3	Implements actions as per plan, taking some responsibility for sequencing and timing of tasks Uses main features and functions of digital tools to complete work tasks and access information Analyses current practices to identify opportunities for improvement.

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSUS201 Participate in environmentally sustainable work practices	BSBSUS201A Participate in environmentally sustainable work practices	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSUS201 Participate in environmentally sustainable work practices

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

locate and interpret a range of environment/sustainability legislation and procedural requirements

participate in and support discussions for an improved resource efficiency process

identify, document and measure usage of resources

collaborate with team members on suggestions for improving workplace practices.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify environmental and resource hazards/risks as well as environmental or sustainability legislation, regulations and codes of practice applicable to own role

outline sustainability requirements in the workplace

identify reporting channels and procedures to report breaches and potential issues

identify where to find environmental and resource efficiency systems and procedures.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the sustainability field of work and include access to:

documentation, information and resources related to workplace environmental and resource efficiency issues

office equipment and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSUS501 Develop workplace policy and procedures for sustainability

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop and implement a workplace sustainability policy and to modify the policy to suit changed circumstances.

It applies to individuals with managerial responsibilities who undertake work developing approaches to create, monitor and improve strategies and policies within workplaces and engage with a range of relevant stakeholders and specialists.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Sustainability

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop workplace sustainability policy	1.1 Define scope of sustainability policy 1.2 Gather information from a range of sources to plan and develop policy 1.3 Identify and consult stakeholders as a key component of the policy development process 1.4 Include appropriate strategies in policy at all stages of work for minimising resource use, reducing toxic material and hazardous chemical use and employing life cycle management approaches 1.5 Make recommendations for policy options based on likely effectiveness, timeframes and cost 1.6 Develop policy that reflects the organisation’s commitment to sustainability as an integral part of business planning and as a business opportunity 1.7 Agree to appropriate methods of implementation, outcomes and performance indicators
2. Communicate workplace sustainability policy	2.1 Promote workplace sustainability policy, including its expected outcome, to key stakeholders 2.2 Inform those involved in implementing the policy about expected outcomes, activities to be undertaken and assigned responsibilities
3. Implement workplace sustainability policy	3.1 Develop and communicate procedures to help implement workplace sustainability policy 3.2 Implement strategies for continuous improvement in resource efficiency 3.3 Establish and assign responsibility for recording systems to track continuous improvements in sustainability approaches
4. Review workplace sustainability policy implementation	4.1 Document outcomes and provide feedback to key personnel and stakeholders 4.2 Investigate successes or otherwise of policy 4.3 Monitor records to identify trends that may require remedial action and use to promote continuous improvement of performance 4.4 Modify policy and or procedures as required to ensure improvements are made

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 4.2, 4.3	Identifies, analyses and evaluates complex textual information to determine legislative and regulatory requirements, trends and outcomes
Writing	1.2-1.7, 2.1, 2.2, 3.1, 3.3, 4.1, 4.3, 4.4	Researches, plans and prepares documentation using format and language appropriate to context, organisational requirements and audience
Oral Communication	1.2, 1.3, 2.1, 2.2, 3.1, 4.1	Presents information and seeks advice using language appropriate to audience Participates in discussions using listening and questioning to elicit the views of others and to clarify or confirm understanding
Numeracy	1.5, 4.3	Interprets and uses mathematical equations to calculate numerical information relating to time durations and costs
Navigate the world of work	1.1-1.6, 3.1, 4.4	Develops, monitors and modifies organisational policies and procedures in accordance with legislative requirements and organisation goals
Interact with others	1.2, 1.3, 2.1, 2.2, 3.1, 3.3, 4.1, 4.3	Selects and uses appropriate conventions and protocols when communicating with internal and external stakeholders to seek or share information Plays a lead role in consulting and negotiating positive outcomes with a range of stakeholders
Get the work done	1.2, 1.4-1.7, 2.3, 2.4, 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.3, 4.4	Plans, organises and implements work activities of self and others that ensure compliance with organisational policies and procedures, and legislative requirements Sequences and schedules complex activities, monitors implementation, and manages relevant communication Uses systematic, analytical processes in relatively complex, situations, setting goals, gathering relevant information, and identifying and evaluating options against agreed criteria Evaluates outcomes of decisions to identify opportunities for improvement

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSUS501 Develop workplace policy and procedures for sustainability	BSBSUS501A Develop workplace policy and procedures for sustainability	Updated to meet Standards for Training Packages Minor edits to clarify performance criteria	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSUS501 Develop workplace policy and procedures for sustainability

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

scope and develop organisational policies and procedures that comply with legislative requirements and support the organisation’s sustainability goals covering at a minimum:

minimising resource use

resource efficiency

reducing toxic material and hazardous chemical use

employing life cycle management approaches

continuous improvement

plan and implement sustainability policy and procedures including:

agreed outcomes

performance indicators

activities to be undertaken

assigned responsibilities

record keeping, review and improvement processes

consult and communicate with relevant stakeholders to generate engagement with sustainability policy development, implementation and continuous improvement

review and improve sustainability policies.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the environmental or sustainability legislation, regulations and codes of practice applicable to the organisation identify internal and external sources of information and explain how they can be used to plan and develop the organisation’s sustainability policy

explain policy development processes and practices

outline organisational systems and procedures that relate to sustainability

outline typical barriers to implementing policies and procedures in an organisation and possible strategies to address them.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the sustainability field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR202 Organise and complete daily work activities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to seek feedback for performance improvement and use current technology appropriate to the task.

It applies to individuals working under direct supervision who develop basic skills and knowledge for working in a broad range of settings.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Organise work schedule	1.1 Discuss and agree on work goals and plans with assistance from appropriate persons 1.2 Develop an understanding of the relationship between individual work goals and plans, and organisational goals and plans 1.3 Plan and prioritise workload within allocated timeframes
2. Complete work tasks	2.1 Complete tasks within designated timelines and in accordance with organisational requirements and instructions 2.2 Use effective questioning to seek assistance from colleagues when difficulties arise in achieving allocated tasks 2.3 Identify factors affecting work requirements and take appropriate action 2.4 Use business technology efficiently and effectively to complete work tasks 2.5 Communicate progress on task to supervisor or colleagues as required
3. Review work performance	3.1 Seek feedback on work performance from supervisors or colleagues 3.2 Monitor and adjust work according to feedback obtained through supervision and comparison with established team and organisational standards 3.3 Identify and plan opportunities for improvement in liaison with colleagues

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 2.1, 3.2	Recognises and interprets textual information to determine and adhere to organisational and task requirements
Writing	1.3, 2.5, 3.3	Completes required documents using organisational formats
Oral Communication	1.1, 2.1, 2.2, 2.5, 3.1	Uses listening and questioning techniques to seek information and confirm understanding Participates in verbal interactions using language and features suitable to audience and context
Numeracy	1.3, 2.1	Interprets numerical information related to timeframes
Navigate the world of work	1.2, 2.1, 3.2	Complies with organisational policies, procedures and standards
Get the work done	1.1, 1.3, 2.1-2.4, 3.2, 3.3	Prioritises work and completes activities within designated timeframes Identifies and solves routine problems Selects and uses appropriate digital tools to complete tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR202 Organise and complete daily work activities	BSBWOR202A Organise and complete daily work activities	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR202 Organise and complete daily work activities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

plan and organise workload with the assistance of others

complete tasks, using appropriate digital tools, within specified timelines seeking assistance as required

use effective communication skills to seek assistance or feedback from others

seek and use feedback from others to monitor and improve work performance.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the organisational standards, policies and procedures that relate to own work role

explain the relationship between an individual's work goals and plans and the organisation's goals and plans

list some factors that can affect the ability to get work done, and explain the action to take

explain how to plan and manage time.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability – workplace effectiveness field of work and include access to:

office equipment and resources

workplace documentation

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR203 Work effectively with others

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to work cooperatively with others and deal effectively with issues, problems and conflict.

It applies to individuals who perform a range of routine tasks using a limited range of practical skills, and a fundamental knowledge of teamwork in a defined context under direct supervision or with limited individual responsibility.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop effective workplace relationships	1.1 Identify own responsibilities and duties in relation to workgroup members and undertake activities in a manner that promotes cooperation and good relationships 1.2 Take time and resource constraints into account in fulfilling work requirements of self and others 1.3 Encourage, acknowledge and act on constructive feedback provided by others in the workgroup
2. Contribute to workgroup activities	2.1 Provide support to team members to ensure workgroup goals are met 2.2 Contribute constructively to workgroup goals and tasks according to organisational requirements 2.3 Share information relevant to work with workgroup to ensure designated goals are met 2.4 Identify and plan strategies/opportunities for improvement of workgroup in liaison with workgroup
3. Deal effectively with issues, problems and conflict	3.1 Respect differences in personal values and beliefs and their importance in the development of relationships 3.2 Identify any linguistic and cultural differences in communication styles and respond appropriately 3.3 Identify issues, problems and conflict encountered in the workplace 3.4 Seek assistance from workgroup members when issues, problems and conflict arise and suggest possible ways of dealing with them as appropriate or refer them to the appropriate person

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1	Identifies and interprets information to determine task requirements
Writing	2.3, 2.4	Completes required documentation using organisational formats Composes simple documents for others to read
Oral Communication	1.3, 3.2, 3.4	Presents information and seeks advice using language and features appropriate to audience Participates in discussions using listening and questioning to elicit views of others and to clarify or confirm understanding
Numeracy	1.2	Interprets information related to timeframes and resource quantities
Navigate the world of work	1.1, 2.2	Understands responsibilities of own role and follows explicit and implicit organisational protocols and procedures
Interact with others	1.1, 1.3, 2.1-2.4, 3.1, 3.2, 3.4	Selects and uses appropriate communication practices when seeking or sharing information Establishes and builds rapport and relationships with others to foster a culture of respect and cooperation in communications
Get the work done	1.2, 2.4, 3.3, 3.4	Plans and organises work commitments to ensure deadlines and objectives are met Uses formal analytical thinking techniques to recognise and respond to routine problems

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR203 Work effectively with others	BSBWOR203B Work effectively with others	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR203 Work effectively with others

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify own responsibilities in relation to the team and the organisation's requirements

work effectively in a workgroup including:

supporting team members

using culturally appropriate communication skills

acting on constructive feedback

cooperating and contributing to team goals

identifying improvement opportunities

identify problems and conflicts and address them appropriately.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the organisational standards, policies and procedures that relate to own work role

outline team responsibilities and duties and their relationship to individual responsibilities and duties.

summarise conflict resolution techniques.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability – workplace effectiveness field of work and include access to:

office equipment and resources

workplace documentation

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR204 Use business technology

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to select and use computer software and organise electronic information and data.

It applies to individuals who apply a limited range of practical skills with a fundamental knowledge of equipment use and the organisation of data in a defined context, under direct supervision or with limited individual responsibility.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select and use technology	1.1 Select appropriate technology and software applications to achieve requirements of the task 1.2 Adjust workspace, furniture and equipment to suit user’s ergonomic requirements 1.3 Use technology according to organisational requirements and in a way that promotes a safe work environment
2. Process and organise data	2.1 Identify, open, generate or amend files and records according to task and organisational requirements 2.2 Operate input devices according to organisational requirements 2.3 Store data appropriately and exit applications without damage to or loss of, data 2.4 Use manuals, training booklets and/or online help or helpdesks to overcome basic difficulties with applications
3. Maintain technology	3.1 Identify and replace used technology consumables in accordance with manufacturer’s instructions and organisational requirements 3.2 Carry out and/or arrange routine maintenance to ensure equipment is maintained in accordance with manufacturer’s instructions and organisational requirements 3.3 Identify equipment faults accurately and take action in accordance with manufacturer’s instructions or report fault to designated person

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.3, 2.1, 2.2, 2.4, 3.1-3.3	Recognises and interprets information from familiar sources to determine job role and task requirements
Writing	2.1, 2.3, 3.2, 3.3	Produces and amends files to meet task and organisational requirements Completes required documentation using organisational formats
Oral Communication	3.3	Uses specific and relevant language to refer faults to others
Navigate the world of work	1.2, 1.3, 2.1, 2.2, 3.1-3.3	Recognises and follows legislative requirements and organisational policies and procedures associated with own role
Get the work done	1.1, 1.3, 2.1-2.4, 3.1-3.3	Uses business technologies and systems safely, when gathering, storing, accessing and sharing information Understands purposes, specific functions and key features of common digital systems and business tools Operates digital systems and business tools effectively to complete routine tasks using some basic troubleshooting strategies as required

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR204 Use business technology	BSBWOR204A Use business technology	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR204 Use business technology

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

select and use technology safely and according to organisational requirements

access, retrieve and store required data

demonstrate basic maintenance on a range of equipment using manuals or help-files

identify and address faults according to requirements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the organisation's work health and safety requirements

outline the organisation's requirements for file naming and storage

explain why regular backups of data are done

list 'routine maintenance' tasks

summarise the procedure for addressing equipment faults.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability – workplace effectiveness field of work and include access to:

office equipment and resources

electronic files and data

workplace documentation and equipment manuals

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR301 Organise personal work priorities and development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to organise own work schedules, to monitor and obtain feedback on work performance and to maintain required levels of competence.

This unit applies to individuals who exercise discretion and judgement and apply a broad range of competencies in various work contexts.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Organise and complete own work schedule	1.1 Ensure that work goals, objectives or Key Performance Indicators (KPIs) are understood, negotiated and agreed in accordance with organisational requirements 1.2 Assess and prioritise workload to ensure tasks are completed within identified timeframes 1.3 Identify factors affecting the achievement of work objectives and incorporate contingencies into work plans 1.4 Use business technology efficiently and effectively to manage and monitor scheduling and completion of tasks
2. Monitor own work performance	2.1 Accurately monitor and adjust personal work performance through self assessment to ensure achievement of tasks and compliance with legislation and work processes or KPIs 2.2 Ensure that feedback on performance is actively sought and evaluated from colleagues and clients in the context of individual and group requirements 2.3 Routinely identify and report on variations in the quality of and products and services according to organisational requirements 2.4 Identify signs of stress and effects on personal wellbeing 2.5 Identify sources of stress and access appropriate supports and resolution strategies
3. Co-ordinate personal skill development and learning	3.1 Identify personal learning and professional development needs and skill gaps using self assessment and advice from colleagues and clients in relation to role and organisational requirements 3.2 Identify, prioritise and plan opportunities for undertaking personal skill development activities in liaison with work groups and relevant personnel 3.3 Access, complete and record professional development opportunities to facilitate continuous learning and career development 3.4 Incorporate formal and informal feedback into review of further learning needs

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	3.1-3.4	Employs a range of approaches and investigative techniques to source the knowledge necessary to arrange personal learning experiences
Reading	1.1, 1.2, 2.1	Interprets textual information to determine organisation’s procedures, own work performance and objectives
Writing	1.3, 1.4, 2.3, 3.1, 3.2, 3.3	Prepares written reports and workplace documents that communicate information clearly and effectively
Oral Communication	2.2, 2.3, 3.1, 3.2	Clearly gives and receives feedback using specific and relevant language Uses listening and questioning techniques to confirm understanding
Numeracy	1.1, 1.3	Understands responsibilities and scope of role and complies with organisational policies, procedures and protocols
Interact with others	1.1, 2.2, 2.3, 3.1, 3.2	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Fosters and nurtures a culture of constructive and respectful feedback Proactively collaborates with others to achieve specific goals
Get the work done	1.2, 1.3, 1.4, 2.4, 2.5, 3.2	Plans and organises work commitments to ensure deadlines and objectives are met Uses formal analytical thinking techniques to recognise and respond to routine problems Uses digital systems and tools to enter, store and monitor information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR301 Organise personal work priorities and development	BSBWOR301B Organise personal work priorities and development	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR301 Organise personal work priorities and development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

prepare a work plan according to organisational requirements and work objectives

use business technology to schedule, prioritise and monitor completion of tasks in a work plan

assess and prioritise own work load and deal with contingencies

monitor and assess personal performance against job role requirements by seeking feedback from colleagues and clients

identify personal development needs and access, complete and record skill development and learning.

Note: if a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline key provisions of legislation that relate to own work role

describe goals, objectives or key performance indicators of own work role

explain ways to elicit, analyse and interpret feedback when communicating with other people in the workplace

explain the principles and techniques of goal setting, measuring performance, time management and personal assessment of learning and development needs

explain signs and sources of stress and strategies to deal with stress in the workplace

identify methods to identify and prioritise personal learning needs.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability - workplace effectiveness field of work and include access to:

office equipment and resources

work schedules and performance improvement plans

workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR404 Develop work priorities

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to monitor and obtain feedback on own work performance and access learning opportunities for professional development.

This unit applies to individuals who are required to design their own work schedules and work plans and to establish priorities for their work. They will typically hold some responsibilities for the work of others and have some autonomy in relation to their own role.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan and complete own work schedule	1.1 Prepare workgroup plans which reflect consideration of resources, client needs and workgroup targets 1.2 Analyse and incorporate work objectives and priorities into personal schedules and responsibilities 1.3 Identify factors affecting the achievement of work objectives and establish contingencies and incorporate them into work plans 1.4 Efficiently and effectively use business technology to manage and monitor planning completion and scheduling of tasks
2. Monitor own work performance	2.1 Identify and analyse personal performance through self-assessment and feedback from others on the achievement of work objectives 2.2 Seek and evaluate feedback on performance from colleagues and clients in the context of individual and group requirements 2.3 Routinely identify and report on variations in the quality of service and performance in accordance with organisational requirements
3. Co-ordinate professional development	3.1 Assess personal knowledge and skills against organisational benchmarks to determine development needs and priorities 3.2 Research and identify sources and plan for opportunities for improvement in consultation with colleagues 3.3 Use feedback to identify and develop ways to improve competence within available opportunities 3.4 Identify, access and complete professional development activities to assist career development 3.5 Store and maintain records and documents relating to achievements and assessments in accordance with organisational requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	3.1, 3.2, 3.3, 3.4	Develops strategies to reflect on own performance, obtain feedback, and plan and source professional development opportunities
Reading	1.2, 2.1, 2.3, 3.1, 3.5	Recognises and interprets textual information from relevant sources to understand organisation’s policies and practices
Writing	1.1, 1.3, 2.2, 2.3, 3.2, 3.5	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	2.2, 2.3, 3.2	Provides or seeks information using language suitable to audience and context Employs listening and questioning techniques to confirm understanding
Numeracy	1.1, 1.2, 1.3	Interprets numerical information related to budgets and timeframes
Navigate the world of work	1.2, 2.1, 2.3, 3.1, 3.5	Identifies and understands roles and responsibilities in relation to organisational objectives, policies and procedures
Interact with others	2.2, 2.3, 3.2	Selects and uses appropriate practices when communicating with internal and external stakeholders to seek or share information Establishes and builds rapport and relationships with others to foster a culture of trust and honesty in communications
Get the work done	1.1-1.4, 2.3, 3.1, 3.2, 3.4, 3.5	Plans, organises and implements tasks to meet organisational requirements Systematically gathers and analyses information and evaluates options in order to anticipate potential problems and develop contingency plans Uses the main features and functions of digital technologies and tools to complete work tasks efficiently and effectively

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR404 Develop work priorities	BSBWOR404B Develop work priorities	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR404 Develop work priorities

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

prepare and communicate own work plan

schedule work objectives and tasks to support the achievement of the workgroup goals

review own work performance against workgroup objectives through self-assessment and seeking and acting on feedback from clients and colleagues

plan and access learning opportunities to extend personal work competencies.

Note: if a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain how business technology applications can be used to schedule tasks and plan work

explain techniques to prepare personal plans and establish priorities

identify methods to identify and prioritise personal learning needs

outline a range of professional development options

explain methods to elicit, analyse and interpret feedback

provide a detailed explanation of methods that can be used to evaluate own performance.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability - workplace effectiveness field of work and include access to:

workplace documentation including policies and procedures, and benchmarks for work group productivity and performance

workplace equipment and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR502 Lead and manage team effectiveness

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to lead teams in the workplace and to actively engage with the management of the organisation.

It applies to individuals working at a managerial level who facilitate work teams and build a positive culture within their work teams. At this level, work will normally be carried out using complex and diverse methods and procedures requiring the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish team performance plan	1.1 Consult team members to establish a common understanding of team purpose, roles, responsibilities and accountabilities in accordance with organisational goals, plans and objectives 1.2 Develop performance plans to establish expected outcomes, outputs, key performance indicators (KPIs) and goals for work team 1.3 Support team members in meeting expected performance outcomes
2. Develop and facilitate team cohesion	2.1 Develop strategies to ensure team members have input into planning, decision making and operational aspects of work team 2.2 Develop policies and procedures to ensure team members take responsibility for own work and assist others to undertake required roles and responsibilities 2.3 Provide feedback to team members to encourage, value and reward individual and team efforts and contributions 2.4 Develop processes to ensure that issues, concerns and problems identified by team members are recognised and addressed
3. Facilitate teamwork	3.1 Encourage team members and individuals to participate in and to take responsibility for team activities, including communication processes 3.2 Support the team in identifying and resolving work performance problems 3.3 Ensure own contribution to work team serves as a role model for others and enhances the organisation’s image for all stakeholders
4. Liaise with stakeholders	4.1 Establish and maintain open communication processes with all stakeholders 4.2 Communicate information from line manager/management to the team 4.3 Communicate unresolved issues, concerns and problems raised by team members and followup with line manager/management and other relevant stakeholders 4.4 Evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 4.4	Analyses and interprets textual information from the organisation’s policies, goals and objectives to establish team goals or to determine corrective action
Writing	1.2, 2.1, 2.2, 2.4, 4.2, 4.3, 4.4	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	1.1, 2.3, 3.1, 4.1, 4.2, 4.3	Engages in discussions or provides information using appropriate vocabulary and non-verbal features Uses listening and questioning techniques to confirm understanding and to engage the audience
Navigate the world of work	1.1, 2.1, 2.2, 3.3	Understands how own role contributes to broader organisational goals Modifies or develops policies and procedures to achieve organisational goals
Interact with others	1.1, 1.3, 2.2, 2.3, 3.1, 3.2, 4.2, 4.3	Selects and uses appropriate conventions and protocols when communicating with diverse stakeholders Uses interpersonal skills to gain trust and confidence of team and provides feedback to others in forms that they can understand and use Adapts personal communication style to build positive working relationships and to show respect for the opinions, values and particular needs of others Plays a lead role in situations requiring effective collaboration, demonstrating high level conflict resolution skills and ability to engage and motivate others
Get the work done	1.2, 2.1, 2.2, 2.4, 3.2, 4.1, 4.3, 4.4	Develops, implements and monitors plans and processes to ensure team effectiveness Monitors and actively supports processes and development activities to ensure the team is focused on work outcomes Plans for unexpected outcomes and implements creative responses to overcome challenges

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR502 Lead and manage team effectiveness	BSBWOR502B Ensure team effectiveness	Updated to meet Standards for Training Packages Title change	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR502 Lead and manage team effectiveness

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

use leadership techniques and strategies to facilitate team cohesion and work outcomes including:

encouraging and fostering shared understanding of purpose, roles and responsibilities

identifying and resolving problems

providing feedback to encourage, value and reward others

modelling desired behaviour and practices

develop policies and procedures to ensure team members take responsibility for own work and assist others to undertake required roles and responsibilities

establish processes to address issues and resolve performance issues

support team to meet expected performance outcomes including providing formal and informal learning opportunities as needed

develop performance plans with key performance indicators (KPIs), outputs and goals for individuals or the team which incorporate input from stakeholders

communicate effectively with a range of stakeholders about team performance plans and team performance

facilitate two-way flow of information between team and management relevant to team performance

evaluate and take necessary corrective action regarding unresolved issues, concerns and problems raised by internal or external stakeholders.

Note: if a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain how group dynamics can support or hinder team performance

outline strategies that can support team cohesion, participation and performance

explain strategies for gaining consensus

explain issue resolution strategies.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability - workplace effectiveness field of work and include access to:

workplace documents

case studies and, where possible, real situations

office equipment and resources

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWRK411 Support employee and industrial relations procedures

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to communicate and implement industrial relations policies and procedures to effectively represent organisations/employers.

It applies to individuals who work in support positions, assisting others in dealing with industrial relations conflicts and issues.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Workplace Relations

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Communicate and implement organisation’s industrial relations policies and procedures	1.1 Source and disseminate relevant legislation, agreements, policies and procedures to relevant persons and groups 1.2 Implement agreements, policies and procedures according to site, enterprise and statutory requirements 1.3 Support strategies to effectively communicate with relevant persons and groups on industrial relations matters 1.4 Promote the organisation’s industrial relations procedures to relevant persons and groups 1.5 Represent the organisation appropriately in discussions with key stakeholders
2. Assist in minimising industrial relations conflict	2.1 Monitor the implementation of industrial relations policies and procedures 2.2 Process documentation and report to management and other relevant parties about potential industrial relations conflicts 2.3 Support managers to contain industrial relations conflicts and deal with grievances and disputes, within limits of own authority 2.4 Work with employees to resolve personal grievances and prevent escalation of industrial relations conflicts 2.5 Work under supervision to source specialist industrial relations expertise
3. Enhance industrial relations	3.1 Trial and implement strategies to monitor the implementation of the organisation’s industrial relations policies and procedures 3.2 Implement strategies to facilitate feedback on the industrial climate 3.3 Implement strategies to strengthen relationships with relevant persons and groups 3.4 Provide information and feedback to management on industrial relations 3.5 Provide information and advice to relevant persons and groups

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.1, 2.2, 3.1	Comprehends and analyses complex texts from a variety of sources and records to determine relevance to requirements or review implementation of strategies
Writing	1.1, 1.2, 2.1, 2.2, 3.4, 3.5	Prepares required documents using language and structure appropriate to purpose and audience
Oral Communication	1.1-1.5, 2.2, 2.4, 2.5, 3.4, 3.5	Presents information and seeks advice using language and non-verbal features appropriate to audience and context Participates in discussions using listening and questioning to elicit the views of others and to clarify or confirm understanding
Navigate the world of work	1.2, 1.4, 1.5, 2.1, 2.3, 3.1	Follows policies, procedures and legislative requirements and identifies implications of new legislation or regulation for self and others Understands responsibilities and limits of own role
Interact with others	1.1, 1.3-1.5, 2.2-2.5, 3.2-3.5	Selects and uses appropriate conventions and protocols when communicating with co-workers in a range of work contexts Collaborates and cooperates with others to achieve required outcomes Uses effective strategies to moderate conflict and negotiate solutions
Get the work done	1.1, 2.1-2.3, 2.5, 3.1, 3.4, 3.5	Plans and organises tasks required to achieve required outcomes, seeking advice from others when necessary Makes a range of critical and non-critical decisions in relatively complex situations

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWRK411 Support employee and industrial relations procedures	BSBWRK411A Support employee and industrial relations procedures	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWRK411 Support employee and industrial relations procedures

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

locate information required to identify relevant legislation, agreements, policies and procedures in relation to industrial matters

use effective communication techniques to support the resolution of workplace grievances and conflicts

provide accurate written and oral advice about industrial matters

use strategies to monitor and gather feedback on the implementation of industrial relations policies and procedures.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline relevant industrial relations policies and procedures

summarise grievance resolution policy and procedures

describe relevant legislation, codes of practice and national standards

describe the relevant state/territory and federal industrial relations systems

identify sources of expert advice.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – workplace relations field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace policies and procedures

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWRK510 Manage employee relations

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage employee and industrial relations matters in an organisation. It involves developing and implementing employee and industrial relations policies and plans and managing conflict resolution negotiations.

It applies to those who are authorised to oversee industrial relations and manage conflict and grievances in an organisation. They will have a sound theoretical knowledge base in human resources management and industrial relations as well as current knowledge of industrial relations trends and legislation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Workforce Development – Workplace Relations

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop employee and industrial relations policies and plans	1.1 Analyse strategic plans and operational plans to determine long term employee relations 1.2 Analyse existing employee relations performance in relation to workforce objectives 1.3 Evaluate options in terms of cost-benefit, risk-analysis and current legislative requirements 1.4 Work with the management team to develop industrial relations policies and plans 1.5 Identify the skills and knowledge needed by management and the workforce to effectively implement these strategies and policies
2. Implement employee relations policies and plans	2.1 Develop an implementation plan and a contingency plan for the employee relations policies and strategies 2.2 Make arrangements for training and development for identified needs to support the employee relations plan 2.3 Undertake associated employee relations activities to reach agreement on changes required by the organisational policies or implementation plan 2.4 Ensure procedures for addressing grievances and conflict are properly documented 2.5 Communicate key issues about procedures for addressing grievances and conflict to stakeholders 2.6 Review employee relations policies and plans to establish whether they are meeting their intended outcomes
3. Manage negotiations to resolve conflict	3.1 Train individuals in conflict-management techniques and procedures 3.2 Identify, and where possible alleviate or eliminate, sources of conflict or grievance according to legal requirements 3.3 Check documentation and other information sources to clarify issues in dispute 3.4 Obtain expert or specialist advice and/or refer to precedents, if required 3.5 Determine desired negotiation outcomes, negotiation strategy and negotiation timeframes 3.6 Advocate the organisation’s position in negotiation to obtain agreement 3.7 Document, and if necessary certify, the agreed outcomes with the relevant jurisdiction 3.8 Implement agreements 3.9 Take remedial action where groups or individuals fail to abide by agreements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.3, 3.3	Interprets, critically analyses and applies appropriate strategies to construct meaning from complex texts
Writing	1.4, 2.1, 2.4, 2.5, 3.7	Displays knowledge of required structure and layout, employing broad vocabulary, grammatical structure and conventions appropriate to purpose and audience
Oral communication	1,4, 2.5, 3.1, 3.6	Conveys information using language and non-verbal features appropriate to the audience Employs listening and questioning techniques to clarify and confirm understanding
Numeracy	1.2, 1.3	Extracts and evaluates the mathematical information embedded in a range of tasks and texts
Navigate the world of work	1.3, 1.4, 2.3, 2.6, 3.2, 3.7	Modifies or develops organisational policies to achieve organisational goals and comply with legislative requirements Keeps up to date on changes to legislation or regulations relevant to own rights and responsibilities and considers implications of these
Interact with others	1.4, 2.3, 3.1, 3.2, 3.4, 3.6, 3.9	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role on occasion Actively builds networks that include key people with expert skills and knowledge Uses a range of strategies to facilitate an acceptable outcome for all parties where conflicts occur
Get the work done	1.3, 1.4, 1.5, 2.1, 2.2, 2.4, 2.5, 3.2, 3.5, 3.7, 3.8	Sequences and schedules complex activities, monitors implementation and manages relevant communication Uses analytical techniques to identify issues and generate possible solutions, seeking input from others as required, before making decisions or implementing solutions Draws on the diverse perspectives of others to gain insights into current practices and opportunities for change

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWRK510 Manage employee relations	BSBWRK510A Manage employee relations	Updated to meet Standards for Training Packages Minor edits to clarify intent of Performance Criteria	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWRK510 Manage employee relations

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

analyse organisational documentation to determine long-term employee relations objectives and current employee relations performance

collaborate with others to develop and review industrial relations policies and plans

develop implementation and contingency plans for industrial relations policies

identify the skills and knowledge needed to implement the plan and organise training and development for self and staff

document and communicate strategies and procedures for eliminating and dealing with grievances and disputes

train others in conflict-resolution techniques

manage industrial relations conflicts, including advocating the organisation’s position during negotiations and documenting, implementing and following up agreements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain relevant industrial relations legislation or regulations

summarise enterprise and workplace bargaining processes

summarise key entities in the current Australian industrial relations system, including courts and tribunals, trade unions and employer bodies

identify sources of expert advice.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – workplace relations field of work and include access to:

awards and enterprise bargaining agreements

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

CHCADV005 Provide systems advocacy services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to advocate and ensure that government, community and organisational systems broadly support and uphold human rights.

This unit applies to workers in a health, community services or advocacy settings who undertake a leadership role in influencing social and system changes. Workers at this level will also advocate for change and continuous improvement at the organisational level to improve client outcomes and service quality.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Obtain, analyse and document information	1.1 Research information about particular issues relating to client rights and interests and document accordingly 1.2 Conduct consultations with colleagues, clients, carers and other stakeholders to identify and define issues of concern 1.3 Collate information into appropriate format for communicating with, and distributing to, relevant agencies and stakeholders
2. Work with stakeholders to develop strategies to address identified needs	2.1 Develop and maintain close working relationships and networks with relevant stakeholders 2.2 Organise formal meetings, working groups and other activities to develop policy statements, action plans, strategies, projects and programs to address identified needs 2.3 Document appropriate, relevant and agreed plans to address needs identified with stakeholder organisations
3. Advocate for and facilitate the implementation of strategies developed to address the rights and interests of clients	3.1 Prepare submissions for resources to implement identified strategies, projects and action plans 3.2 Where appropriate, contribute to relevant government policy development 3.3 Work with consumers and other stakeholders to implement relevant projects and action plans 3.4 Pursue opportunities and provide comments on policy documents, legislation, project plans and other relevant documents relating to client rights and interests
4. Contribute to service improvements	4.1 Gather feedback from key stakeholders on access, effectiveness of services, satisfaction, service gaps and areas for improvement 4.2 Consult with stakeholders to identify culturally appropriate systems and services, and compare to current practices 4.3 Respond appropriately to breaches of rights in service delivery in line with organisation and legal complaints processes 4.4 Provide information about identified needs, possible improvements and recommendations for change to organisation and other relevant parties 4.5 Provide progress and other reports and feedback to key people according to organisation requirements
5. Advocate to improve coordination between services	5.1 Develop working relationships with other services and community groups to promote and advocate improved linkages and service coordination 5.2 Identify and develop appropriate strategic alliances and partnerships 5.3 Proactively participate in decision making forums, committees, working groups and other strategic opportunities to advocate for improved service provision 5.4 Collaboratively develop strategies that incorporate priorities of each organisation and address any barriers or areas of conflict 5.5 Collaboratively work to develop, implement and evaluate a framework for change
6. Evaluate outcomes	6.1 Review advocacy outcome in line with organisation and stakeholder objectives 6.2 Identify lessons learned and areas requiring change 6.3 Identify opportunities for continued improvement and additional strategies

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCADV005 Provide systems advocacy services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

provided systems advocacy for 1 specific client or client group or community to achieve a specific outcome including:

consulted with members of the client group and/or community to identify issues and concerns

facilitated 1 formal meeting with the client or client group or community to develop strategies for action

pursued opportunities to advocate, mediate and negotiate through community organisations and government agencies

represented client issues within broader social, political and community structures

identified 1 opportunity for improved service delivery within the organisation and provided recommendation(s) for change

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

Universal declaration of human rights

relationship between human needs and human rights

human rights frameworks, approaches, instruments

legal and ethical considerations for advocacy work and how these are applied in organisations, including:

duty of care

human rights

mandatory reporting

discrimination

confidentiality, privacy, disclosure

informed consent

organisation and legal complaints processes

power of attorney

guardianship including the legal status of parents and guardians of people under the age of 18

rights and responsibilities of clients, workers and organisations

structural, political and other social factors which operate to maintain discrimination against clients, consumers and service users

specific range of issues affecting the client group

context and relationship of client issues to community, society and government policy

key stakeholders and how to access them

functions of advocacy:

raising awareness

acting

writing

political lobbying processes, including electronic campaigning and use of media (traditional, social and digital) for advocacy purposes

relevant agencies and services which may assist in promoting and advocating

balance between the rights of the general community and the rights of people with specific issues

power and power structures

community consultation, participation and decision-making processes

processes and structures relevant to organisation goals and objectives or work role

industry culture

models of negotiation

models of management and leadership

advocacy issues relating to:

alcohol and other drugs

cultural and linguistic diversity

risk of self-harm

women

men

people under 18 years of age

ageing

disability

chronic illness

community education

Aboriginal and Torres Strait Islander people

mental health

lesbian, gay, bi-sexual, transgender, intersex (LGBTI)

migrants and refugees

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAGE001 Facilitate the empowerment of older people

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to respond to the goals and aspirations of older people and provide support services in a manner that focuses on improving health outcomes and quality of life, using a person-centred approach.

This unit applies to support workers in residential or community contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop relationships with older people	1.1 Conduct interpersonal exchanges in a manner that promotes empowerment and develops and maintains trust and goodwill 1.2 Recognise and respect older people’s social, cultural and spiritual differences 1.3 Maintain confidentiality and privacy of the person within organisation policy and protocols 1.4 Work with the person to identify physical and social enablers and disablers impacting on health outcomes and quality of life 1.5 Encourage the person to adopt a shared responsibility for own support as a means of achieving better health outcomes and quality of life
2. Provide services to older people	2.1 Identify and discuss services which empower the older person 2.2 Support the older person to express their own identity and preferences without imposing own values and attitudes 2.3 Adjust services to meet the specific needs of the older person and provide services according to the older person’s preferences 2.4 Provide services according to organisation policies, procedures and duty of care requirements
3. Support the rights of older people	3.1 Assist the older person to understand their rights and the complaints mechanisms of the organisation 3.2 Deliver services ensuring the rights of the older person are upheld 3.3 Identify breaches of human rights and respond appropriately 3.4 Recognise signs consistent with financial, physical or emotional abuse or neglect of the older person and report to an appropriate person 3.5 Assist the person to access other support services and the complaints mechanisms as required
4. Promote health and re-ablement of older people	4.1 Encourage the older person to engage as actively as possible in all living activities and provide them with information and support to do so 4.2 Assist the older person to recognise the impact that changes associated with ageing may have on their activities of living 4.3 Identify strategies and opportunities that maximise engagement and promote healthy lifestyle practices 4.4 Identify and utilise aids and modifications that promote individual strengths and capacities to assist with independent living in the older person’s environment 4.5 Discuss situations of risk or potential risk associated with ageing

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAGE001 Facilitate the empowerment of older people

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

responded to the goals and aspirations of at least 2 older people, 1 in a simulated environment and 1 in the workplace:

employing flexible, adaptable and person-centred approaches to empower the individual

recognising and responding appropriately to situations of risk or potential risk

used oral communication skills to maintain positive and respectful relationships

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

structure and profile of the aged care sector:

residential aged care sector

home and community support sector

current best practice service delivery models

relevant agencies and referral networks for support services

key issues facing older people, including:

stereotypical attitudes and myths

the impact of social devaluation on an individual’s quality of life

implications for work in the sector, including:

concepts of positive, active and healthy ageing

rights-based approaches

person-centred practice

consumer directed care

palliative approach

empowerment and disempowerment

re-ablement and effective re-ablement strategies

the ageing process and related physiological and psychological changes, including sexuality and gender issues

strategies that the older person may adopt to promote healthy lifestyle practices

legal and ethical considerations for working with older people, including:

codes of practice

discrimination

dignity of risk

duty of care

human rights

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

work health and safety

indicators of abuse and/or neglect, including:

physical

sexual

psychological

financial

reporting requirements for suspected abuse situations

the impact of own attitudes on working with older people

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in the workplace. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

relevant organisation policies and procedures

relevant aids to assist with independent living

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAGE005 Provide support to people living with dementia

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Correction of mapping merged CHCAC416A and CHCAC319A. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCAC406A and CHCAC319A. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to provide person-centred care and support to people living with dementia. It involves following and contributing to an established individual plan.

This unit applies to workers in a residential or community context, including family homes. Work performed requires some discretion and judgement and may be carried out under regular direct or indirect supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to provide support to those affected by dementia	1.1 Apply person-centred care approaches to all interactions with the person living with dementia 1.2 Interpret individualised plan and familiarise self with the specific needs and wants of the person living with dementia 1.3 Identify and address person’s needs for a stable and familiar environment 1.4 Recognise signs consistent with financial, physical or emotional abuse or neglect of the person and report to an appropriate person
2. Use appropriate communication strategies	2.1 Use verbal and non verbal communication strategies to maximise engagement of the person with dementia 2.2 Gain cooperation and provide reassurance as appropriate by using reality orientation 2.3 Use a range of validation strategies to relieve distress and agitation in the person
3. Provide activities for maintenance of dignity, skills and health	3.1 Organise activities which aim to maintain independence, using familiar routines and existing skills 3.2 Organise activities that are appropriate to the individual, reflecting their cultural likes and dislikes, in order to bring back pleasurable memories 3.3 Ensure the safety and comfort of the person balanced with autonomy and risk taking 3.4 Access information about the person’s reminiscences and routines with family and carers 3.5 Provide support and guidance to family, carers and/or significant others where appropriate
4. Implement strategies which minimise the impact of behaviours of concern	4.1 Identify behaviours of concern and potential triggers 4.2 Contribute to team discussions on support planning and review 4.3 Take action to minimise the likelihood of and reduce the impact of behaviours on the person and others 4.4 Evaluate implemented strategies with support planning team to ensure effectiveness in minimising behaviours
5. Complete documentation	5.1 Comply with the organisation’s reporting requirements, including reporting observations to supervisor 5.2 Complete, maintain and store documentation according to organisation policy and protocols
6. Implement self care strategies	6.1 Monitor own stress level in relation to working with people with dementia 6.2 Use appropriate self care strategies and seek support if required

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAGE005 Provide support to people living with dementia

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Correction of mapping merged CHCAC416A and CHCAC319A. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCAC406A and CHCAC319A. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

provided support to 2 different people living with dementia:

using a person-centred approach to support

using appropriate communication strategies

assisting in implementing a range of suitable activities that meet the person’s needs

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

up to date research on dementia and the different manifestations of dementia, including:

Alzheimer’s disease

vascular dementia or multi-infarct dementia

Lewy bodies

excessive alcohol intake or Korsakov Syndrome

fronto temporal lobar degeneration (FLTD) including Pick’s disease

Huntington’s disease

Parkinson’s disease

younger onset dementia

dementia as a progressive neurological condition, including pathological features:

amyloid plaques

neurofibrillary tangles

loss of connection between cells and cell death

common indicators and symptoms of dementia

behaviours of concern, needs driven behaviour model and de-escalation procedures

progression of dementia and potential impact on the person with dementia, their family and significant others, including:

depression

loss and grieving

anger

despair

social embarrassment a family member might feel

isolation

financial burden on the family

social devaluation

principles of person-centred approach to support

relevant activities which enhance self-esteem and pleasure in the person’s life, minimise boredom, and distract from or eliminate behavioural and psychological symptoms of dementia

competency and image enhancement as a means of addressing devaluation

verbal and non-verbal communication strategies including:

reality orientation

reminders of the day, the time, relationships, occasions

reassuring words, phrases and body language

validation

empathy

acceptance of the person’s reality

acknowledgement

allowing expressions of distress

providing verbal and physical reassurance

frequent reminiscence to connect with person

Assessment Conditions

Skills must have been demonstrated in an ageing support workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the older person.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including individualised plans and any relevant equipment outlined in the plan

modelling of industry operating conditions, including scenarios that reflect a range of dementia support services involving a range of dementia symptoms and behaviours of concern

Overall, assessment must involve some real interactions with people with dementia, colleagues and families/carers.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAOD001 Work in an alcohol and other drugs context

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCAOD201D/CHCAOD402B. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to establish and work within the current context, philosophy and values of the alcohol and other drugs (AOD) sector.

This unit applies to workers who come into contact with clients affected by alcohol and other drugs.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Establish the context for AOD work	1.1 Research, analyse and maintain up-to-date knowledge and awareness of the social, political, economic and legal contexts of AOD 1.2 Research and analyse impacts of AOD policy frameworks on AOD work practice 1.3 Apply understanding of the historical and social constructs of alcohol and drugs and the changes in alcohol and drug use
2. Apply understanding of context to AOD practice	2.1 Apply knowledge of broad and specific AOD contexts to AOD work practice 2.2 Identify and use legal frameworks that impact on AOD work 2.3 Identify, review and apply information about evidence based models and frameworks of AOD work
3. Integrate the core values and principles of AOD work into practice	3.1 Assess AOD practice values and ensure support and interventions are person-centred 3.2 Apply a harm minimisation approach to maximise support for the AOD client 3.3 Support the client’s rights and safety, including access and equity of services
4. Apply understanding of the impact of values in AOD practice	4.1 Reflect on personal values and attitudes regarding AOD use and acknowledge their potential impact when working in AOD contexts 4.2 Apply awareness of organisations’ values 4.3 Consider client values in determining interventions and supports

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAOD001 Work in an alcohol and other drugs context

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCAOD201D/CHCAOD402B. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

used critical thinking skills to evaluate information about current values and philosophy of the AOD sector

worked with at least 2 people who have alcohol and/or drugs issues in ways that are consistent with the current values and philosophy of the AOD sector

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

impact of current and changing social, political, economic and legal contexts of AOD

historical, current and emerging models of alcohol and drugs practice and their evidence base including:

moral model

disease model

psycho-dynamic model

social learning model

social-cultural model

public health model, including systems approach

stages of change model

legal and ethical considerations (international, national, state/territory, local) in AOD work, and how they are applied in organisations and individual practice:

children in the workplace

codes of conduct

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure, including limitations

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific AOD legislation

work role boundaries – responsibilities and limitations, and their importance

work health and safety

specific contexts for AOD work and their characteristics, including:

centre-based work

day program

withdrawal services

drop-in centres, recreational facilities

housing and residential services

inpatient

outreach and home visits, street, parks

online AOD work, web-based, emails, discussion rooms

telephone contact

values and philosophies of the AOD sector, including:

harm minimisation

recovery

person-centred approach

empowerment

health promotion (as per the Ottawa Charter)

social constructs of the AOD sector and the impact of own attitudes on working with people affected by AOD

historic, current and emerging patterns of drug and alcohol use

services, prevention and intervention strategies available to AOD clients

risks and mitigation strategies when working with people affected by alcohol and/or other drugs

drug fundamentals:

classes of drugs:

primary properties

harms

types of drugs and how they are administered, including:

alcohol

cannabis

tobacco

illicit

prescription

current and emerging trends in drug types and their use

signs and symptoms of use, including:

stages and symptoms of withdrawal

effects of drug use on health, cognitive, social, emotional development and impact on others

patterns and prevalence of drug use, including:

experimental

recreational/social

situational

dependence

poly drug use, common drug interactions and effects of prescribed drugs on the use of other drugs

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAOD002 Work with clients who are intoxicated

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to respond to the immediate and ongoing needs of people intoxicated by alcohol and/or other drugs, with a focus on harm minimisation.

This unit applies to people working in alcohol and other drugs (AOD) services and other community service delivery contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Provide services to intoxicated clients	1.1 Assess level of intoxication and nature and extent of alcohol and/or drug use 1.2 Report behaviour or physical status inconsistent with alcohol and/or drug use to the appropriate person and/or seek assistance 1.3 Identify the need for first aid and seek assistance from a health professional as required 1.4 Provide client with a safe and secure environment in which to sober up/come down 1.5 Monitor client’s physical state regularly to ensure health and safety 1.6 Accurately document services provided to client
2. Reduce harm or injury to self, client and others	2.1 Maintain calm and confident manner in contact with client 2.2 Conduct interactions with clients in a fair, just, humane and positive manner 2.3 Use strategies identified in organisation response plan 2.4 Maintain safety of client, self and others using established procedures 2.5 Provide services to client in a manner consistent with organisation infection control guidelines 2.6 Follow established procedures to seek emergency assistance
3. Assist client with longer term needs	3.1 Assist client with activities of daily living 3.2 Provide information on AOD issues and availability of support services 3.3 Contact families and/or support networks at client request and in accordance with organisation policies 3.4 Assess client in accordance with organisation policy and procedure to determine if they represent a risk to themselves or others by leaving the facility

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAOD002 Work with clients who are intoxicated

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

provided services to at least 2 intoxicated clients

used the following communication and interpersonal skills in dealing with intoxicated clients:

management of difficult and aggressive behaviour

non-judgmental communication

conflict resolution

negotiation

self-protection

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory, local) in AOD work, and how they are applied in organisations and individual practice:

children in the workplace

codes of conduct

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure, including limitations

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific AOD legislation

work role boundaries – responsibilities and limitations

work health and safety

infection control

contexts in which interactions with intoxicated persons may take place:

night patrols

detoxification/withdrawal units

sobering up shelters

emergency departments and other health environments

other community service delivery environments

signs and symptoms of alcohol and/or drug use

signs and symptoms that indicate need for assistance from a health professional

ways to assess intoxication and/or drug use level/s

concurrent medical illnesses which may mimic/mask withdrawal

strategies for dealing with aggressive and potentially violent clients, including protective/risk management strategies

types of daily living assistance that may be provided:

personal hygiene

food and drink

transportation/assistance with travel

current information on alcohol and other drugs issues

available support services and resources

emergency and crisis contacts

sobering up services

withdrawal services

mental health services

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including organisation policies and procedures

modelling of industry operating conditions, including:

involvement of people with whom the candidate can interact

scenarios that cater to a range of settings, including crisis situations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAOD003 Provide needle and syringe services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills knowledge required to determine client needs, provide clean needle and syringe services and offer education on safer drug use to clients.

This unit applies to people working with drug injecting clients in needle and syringe services.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Determine client needs	1.1 Follow organisation procedures to identify scope of client needs 1.2 Maintain client confidentiality in line with organisation and legislative guidelines 1.3 Assess and respond to any risks to the safety of client, self and others 1.4 Identify and respond to the need for emergency assistance as required
2. Provide clean needles and syringes	2.1 Follow organisation infection control procedures 2.2 Organise and provide equipment based on client needs and organisation procedures 2.3 Monitor client according organisation procedures 2.4 Accurately document details of clean needle and syringe services provided
3. Provide education on safer drug use	3.1 Provide information on safe needle and syringe handling and drug use to users of the service 3.2 Provide clients with relevant and current information on alcohol and other drugs (AOD) and related issues and discuss the issues with them 3.3 Discuss risks and relevant harm minimisation strategies for alcohol and/or other drug use with clients 3.4 Assist clients to contact and use other support services as required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAOD003 Provide needle and syringe services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

provided clean needle and syringe services and education on safer drug use to at least 2 clients, including information on:

safer injecting

vein care

viral hepatitis

other blood borne virus transmission risks

testing

treatment and support information services

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory, local) in AOD work and how they are applied in organisations and individual practice:

children in the workplace

codes of conduct

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure, including limitations

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific AOD legislation

work role boundaries – responsibilities and limitations

work health and safety

World Health Organisation’s Standard precautions for health care, including:

personal and hand hygiene

use and scope of personal protective equipment guidelines

surface cleaning

sharps handling and disposal techniques

cleaning and sterilisation procedures for equipment

public health benefits of needle and syringe programs

features and safe use of injecting equipment

needle stick injury procedures

self-care procedures

risks associated with injected drugs:

blood-borne viruses (BBV’s)

sexually transmitted infections (STI’s)

hepatitis C including transmission risks, testing, treatment and support information and services

strategies for self-protection including universal precautions

current information on AOD issues, including:

drugs prevalence in the local community

information on meeting physical, emotional, financial and social needs

mental health, suicide and self-harm

harm minimisation strategies

available support services and resources:

crisis and emergency contacts

available agencies and their scope of service, including:

self help groups

advocacy groups

resources on:

dependency

AOD issues for families or personal network

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

needles

syringes

disposable containers

water

single use tray

plastic gloves

body fluids clean up kit

safe disposal facilities

organisation policies and procedures

modelling of industry operating conditions, including

involvement of people with whom the candidate can interact

scenarios that cater to a range of settings, including crisis situations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAOD004 Assess needs of clients with alcohol and other drugs issues

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to prepare for and conduct assessments of alcohol and other drugs (AOD) clients to determine eligibility, service requirements and referral needs. This includes knowledge of factors affecting assessment for a range of different client groups including different genders, youth, older people, mandated and voluntary clients, Aboriginal and/or Torres Strait Islander people and those from culturally and linguistically diverse backgrounds.

This unit applies to people involved in the assessment of clients with AOD issues using established organisation or jurisdictional AOD assessment tools.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Prepare for assessment	1.1 Review existing information about the client and consult with relevant health or community services professionals based on client needs 1.2 Discuss with the client reasons for seeking help and other information that may assist in establishing a basis for further work 1.3 Explain organisation parameters of confidentiality and policy/procedures to client 1.4 Inform the client of the assessment purpose and process 1.5 Confirm client’s understanding of the purpose and process of assessment
2. Conduct assessment	2.1 Identify history and pattern of client’s drug use through client discussion and questioning 2.2 Identify and clarify co-existing issues in consultation with the client 2.3 Identify the clients key familial and social relationships and how they are impacted by their AOD use 2.4 Assess current status, patterns of use and levels of dependence using standardised or approved AOD screening and assessment tools 2.5 Collaborate with other health processionals as indicated by assessment 2.6 Identify indicators of other issues that may affect work with the client through observation and questioning
3. Record assessment and provide feedback	3.1 Accurately record assessment results according to defined guidelines 3.2 Apply organisation criteria to determine entry to, or exclusion from, services 3.3 Prepare clear and comprehensive client assessment report 3.4 Provide feedback to the client based on assessment report
4. Identify and respond to need for referral	4.1 Identify client issues that are outside the scope of the service and/or the scope of the worker 4.2 Identify appropriate service and other support options for the client and their family members 4.3 Inform the client of possible options and reasons for seeking other service and support options 4.4 Confirm the client’s understanding of options 4.5 Work with the client to determine referral options and responsibilities 4.6 Make referral with client consent 4.7 Provide assessment information to others, including relevant health and/or community services professionals according to consent requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAOD004 Assess needs of clients with alcohol and other drugs issues

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

assessed at least 2 clients in different settings, presenting with alcohol and/or other drug issues

determining current status of the client in relation to:

readiness for change

levels of risk of:

deliberate self-harm and/or harm to others

behaviours which expose clients to blood borne disease

other drug use in family

physical, emotional, financial, legal and psychological state and immediate needs in these areas

used communication skills, including:

interpreting verbal and non-verbal communication

establishing rapport with client

managing conflict

active listening

negotiating

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory, local) in AOD work, and how these are applied in organisations and individual practice:

children in the workplace

codes of conduct

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure, including limitations

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific AOD legislation

work role boundaries – responsibilities and limitations

work health and safety

requirements related to client registration, allocation and referral

context for the provision of services - agency role, agency target group and the impacts on the local community

risk assessment processes in relation to interventions for people with drug and/or alcohol and co-existing issues

AOD assessment tools, including:

types of tools

purpose of tools

components of different types of tools, and the information they include

availability of standardised tools

benefits of standardised tools

how to select tools for different situations and client presentations

client information required for assessment and the scope and depth of information needed around:

client objectives and expectations

client history and pattern of drug use

client current state of health

co-existing issues

established processes and protocols for determining:

level of dependence

length of dependence

health status

common co-existing conditions and associated issues relating to assessment of people with drug and/or alcohol issues, including:

physical

sensory

intellectual

psychiatric

factors for consideration when working with different types of clients:

youths:

stage of development

parental involvement

older people:

use of different assessment tools – what they are and how they are used

consideration of existing comorbidities

interactions with other medications

working collaboratively with aged care service providers and those providing home-based supports to older people

awareness of issues related to the use of addictive prescription medications

different gender communication styles

mandated and voluntary clients:

willingness to participate

readiness for, and commitment to change

Aboriginal and/or Torres Strait Islander people, including impacts of trauma

culturally and linguistically diverse people

issues related to voluntary versus forced migration

considerations when working with clients at risk of self-harm, suicide or with mental health issues, including:

suicidal or self-harming behaviour, ideation or intention

risk assessment procedures

safety planning and other management strategies

links between predisposing factors for suicide, self-harm and other mental health issues

legal and ethical obligations

when and how to negotiate a no suicide contract with client

professional responsibilities when presenting cases fall outside of practitioner’s current scope:

when referral is appropriate or required

information and advice sources

how to apply pharmacological factors to the assessment process:

types of drugs and how they are administered:

alcohol

cannabis

tobacco

illicit

prescription

other prevalent drugs

current and emerging trends in drug types and their use

classes of drugs:

patterns and prevalence

primary properties

harms

preventative/intervention strategies

effects of drug use, including:

signs and symptoms of use

tolerance and dose levels

stages and symptoms of withdrawal

health issues relating to use:

malnutrition

blood borne diseases

skin infestations

effects of drug use on health, cognitive, social, emotional development and impact on others

patterns of drug use, including:

experimental

recreational/social

situational

dependence

consequences and effects of drug substitution/replacement

poly drug use, common drug interactions and effects of prescribed drugs on the use of other drugs

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must have been met for this unit:

use of suitable facilities, equipment and resources, including:

standardised AOD screening and assessment tools

organisation policies and procedures

modelling of industry operating conditions, including:

involvement of people with whom the candidate can interact

scenarios that cater to a range of settings, including crisis situations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAOD005 Provide alcohol and other drugs withdrawal services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to provide support and assistance to people going through the process of withdrawing from alcohol, tobacco or other drugs, including combinations of these.

This unit applies to those working with clients going through alcohol and other drugs (AOD) withdrawal in residential or non-residential settings following established withdrawal guidelines.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Check client needs	1.1 Review client information and conduct initial withdrawal assessment with the client using an appropriate withdrawal tool according to organisation protocols 1.2 Collaborate with other services as indicated by client needs 1.3 Report behaviour or physical status inconsistent with alcohol and/or drug use to the appropriate person and/or seek assistance 1.4 Identify and respond to the need for medical or emergency assistance as appropriate within scope of own role 1.5 Evaluate client against organisation mission criteria and determine if they have been referred appropriately 1.6 Where referral is not appropriate, support client to access other available services
2. Support management of withdrawal	2.1 Determine most appropriate withdrawal modality based on client needs 2.2 Provide an appropriate environment within which alcohol and/or drug/s withdrawal is to take place 2.3 Monitor client’s physical and psychological state regularly to ensure health and safety according to organisation guidelines 2.4 Provide client with support services within scope of own role 2.5 Identify signs of any concurrent illness and refer appropriately 2.6 Document services provided to client and consult with appropriate persons
3. Evaluate client withdrawal	3.1 Evaluate and discuss outcomes with client and appropriate persons in the organisation 3.2 Discuss relapse and preventative planning measures with client 3.3 Assist client to link with relevant post withdrawal services 3.4 Document outcome of client drug withdrawal

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAOD005 Provide alcohol and other drugs withdrawal services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

provided withdrawal services according to organisation protocols to 2 clients presenting with different needs

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory, local) in AOD work, and how these are applied in organisations and individual practice:

children in the workplace

codes of conduct

codes of practice

discrimination/eligibility

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure, including limitations

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific AOD legislation

work role boundaries – responsibilities and limitations

work health and safety

organisation protocols for the assessment, monitoring and evaluation of:

home-based withdrawal

residential withdrawal and any restrictions on clients

outpatient withdrawal

stages of AOD withdrawal and specific signs and symptoms

responses to the stages of withdrawal

concurrent medical illnesses which may mimic/mask withdrawal

support agencies in the AOD sector and the services they provide, including post withdrawal services

current information on alcohol and other drugs issues relevant to withdrawal, including relapse prevention and planning

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information

withdrawal assessment tools

organisation policies and procedures

modelling of industry operating conditions, including:

involvement of people with whom the candidate can interact

scenarios that cater to a range of settings, including crisis situations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCAOD008 Provide advanced interventions to meet the needs of clients with alcohol and other drugs issues

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to design, implement and monitor ongoing therapeutic interventions drawing on evidence informed models and techniques. It involves holistic consideration of all client needs, and collaboration with other services.

This unit applies to individuals who work with significant autonomy in the provision of interventions and support to clients with alcohol and other drugs (AOD) issues. While work is carried out in the context of an existing treatment plan, the worker may also design and adapt specific strategies.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Design intervention and support strategies	1.1 Evaluate information from client assessment and treatment plan 1.2 Determine the immediate and proximate needs and goals of the client 1.3 Review the scope of client needs and client interactions with other support services 1.4 Identify therapeutic models and techniques with potential to meet desired outcomes 1.5 Analyse and select specific options and strategies that best meet client needs 1.6 Integrate techniques and strategies to maximise potential outcomes for client
2. Implement intervention and support strategies	2.1 Establish professional relationship within appropriate worker/client boundaries 2.2 Use counselling and other intervention techniques and strategies as planned 2.3 Recognise and respond to difficult or challenging situations 2.4 Adapt and refine approaches based on client interactions and own observations 2.5 Maintain engagement with reticent or reluctant clients 2.6 Include exploration of issues beyond the immediate scope of the intervention that may impact on progress 2.7 Document client interventions according to organisation policy
3. Make holistic evaluation of client progress	3.1 Monitor and review client progress against planned goals 3.2 Adjust intervention and support strategies based on outcomes of review 3.3 Evaluate personal and agency ability to deliver services that address all client needs 3.4 Determine client’s physical, social, emotional and other needs that cannot be met in agency service
4. Collaborate with others	4.1 Identify other options and services able to assist client needs 4.2 Consult with other services about potential to provide services to clients and for shared care work 4.3 Make referrals to other services according to organisation protocols 4.4 Work collaboratively with significant others, co-workers and other services to support client needs

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCAOD008 Provide advanced interventions to meet the needs of clients with alcohol and other drugs issues

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

autonomously planned and provided intervention and support strategies to 2 different clients with AOD issues:

used at least 2 of the following approaches/models:

cognitive behavioural therapy or mindful integrated cognitive behavioural therapy (MiCBT)

rational emotive therapy

reality therapy

dialectical behaviour therapy

acceptance and commitment therapy

solution focussed therapy

narrative therapy

resilience based interventions

family counselling

group work and group counselling

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory, local) in AOD work, and how these are applied in organisations and individual practice:

children in the workplace

codes of conduct

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure, including limitations

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific AOD legislation

work role boundaries – responsibilities and limitations

work health and safety

counselling and other therapeutic models and techniques appropriate to client AOD issues and scope of role, including when and how these may be used:

cognitive behavioural therapy

mindful integrated cognitive behavioural therapy (MiCBT)

rational emotive therapy

reality therapy

dialectical behaviour therapy

acceptance and commitment therapy

solution focussed therapy

narrative therapy

resilience based interventions

family counselling

group work and group counselling

ways that different models and techniques may be integrated and when this may be appropriate

techniques for teaching clients self-management skills and self-report measures

factors affecting support work with people from specific groups:

men

women

young people

elders

Aboriginal and/or Torres Strait Islander

culturally and linguistically diverse (CALD)

techniques for dealing with difficult communication situations, including:

managing emotions

defusing anger

clarifying the issues

maintaining composure and professional attitude

providing support

seeking assistance

measures for monitoring client outcomes

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must have been met for this unit:

use of suitable facilities, equipment and resources, including:

client assessments

client treatment plans

organisation policies and procedures

modelling of industry operating conditions, including:

involvement of people with whom the candidate can interact

scenarios that cater to a range of settings, including crisis situations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS001 Address the needs of people with chronic disease

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTCOM510B/CHCICS408B. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to determine and address specific issues faced by people who have a chronic disease, in the context of contributing to a holistic approach to support.

The unit applies to workers providing services to people with chronic disease in diverse community services and health contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine the person’s needs	1.1 Identify the person’s chronic disease conditions and seek information about its possible impacts on health, well being and ability to achieve maximum performance in everyday situations 1.2 Determine current treatments, and other inputs and supports by seeking information from the person or other health professionals 1.3 Determine the level and type of support and assistance required by the person within scope of own role 1.4 Adjust services and support to meet the specific nature of the chronic disease 1.5 Actively involve the person in the development of strategies to self manage their chronic disease
2. Support the person in a holistic manner	2.1 Discuss with the person, their family and other carers, the full range of issues that could have an impact on their well being 2.2 Respond to the range of issues in an integrated way 2.3 Support the person to understand their chronic disease condition 2.4 Facilitate the person to self-manage through provision of advice and resources 2.5 Identify and discuss any unmet needs and requirements and make appropriate referral
3. Contribute to a coordinated service approach	3.1 Maintain awareness of current contribution of other agencies and professionals in supporting the person 3.2 Identify the level and type of contribution made by family and other carers and the effects it has on the person 3.3 Identify and meet communication and reporting responsibilities within the support system and own role 3.4 Respond to variations in the person’s needs in the context of a coordinated service approach

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS001 Address the needs of people with chronic disease

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTCOM510B/CHCICS408B. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

determined and addressed the needs of at least 3 people presenting with different types of chronic disease and lifestyle situations

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

broad context for chronic disease:

World Health Organisation and other models of chronic disease management

continuum of chronic disease

life variables that have an impact on health and well being

impacts of chronic disease:

social

emotional

physical

psychological

financial

strategies to address and manage chronic disease in the relevant work context:

prevention

treatment types

principles and practice of client focused practice

maintenance of positive life roles

stages of change, to establish readiness for attitudinal and behavioural change

ways to communicate appropriately and effectively with a person with a chronic disease

roles and responsibilities of different people in chronic disease management and their contribution to coordinated service delivery

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including individualised plans and any relevant equipment outlined in the plan

modelling of industry operating conditions, including:

scenarios that reflect standard operating conditions and contingencies involving people with chronic disease

links to other local service agencies or organisations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS002 Assist with movement

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to support people who require assistance with basic physical movement which may be due to incapacity.

This unit applies to workers in a range of community services or health contexts who provide front line support services within the context of an established individualised plan.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to assist a person with movement	1.1 Confirm requirements and risk factors for assisting a person with movement with relevant personnel, individualised plan or organisation policy and procedures 1.2 Select, prepare and adjust equipment according to the person’s requirements and the individualised plan 1.3 Appropriately prepare environment 1.4 Explain the procedure to the person and answer questions as required and according to appropriate communication protocols 1.5 Seek the person’s consent and cooperation 1.6 Carry out preparation procedures according to safe working practices
2. Assist with movement	2.1 Carry out movement using appropriate safe handling method and equipment using a range of techniques 2.2 Take appropriate action to ensure the person’s comfort and safety throughout positioning or transfer 2.3 Encourage the person to assist with movement where possible 2.4 Communicate with the person during movement according to appropriate protocols
3. Complete assistance with movement	3.1 Return equipment to appropriate place as required 3.2 Clean equipment in accordance with organisation policy and procedures 3.3 Report equipment faults immediately in accordance with organisation procedures, industry standards and guidelines

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS002 Assist with movement

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

provided assistance with moving a person in at least 6 of the following situations:

assisting a person up off the floor

assisting a person to be weighed on chair weighing scales

assisting a person to change position in bed

assisting a person to use crutches or other walking aids

assisting a person or co-worker to use a hoist or mechanical lifter for transfers

moving a person to a seated position

moving a person by wheelchair or trolley

moving a person between wheelchair or trolley and bed

moving a person to a standing position

transfers from wheelchair to shower chair and toilet

assisting a person who is falling

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

basic body biomechanics, soft tissue joint structure

importance of maintaining skin integrity

organisation policy and procedures in relation to:

infection control as it relates to assisting with movement

supervisory and reporting protocols

legal and ethical considerations and how these are applied in an organisation and individual practice, including:

duty of care

privacy, confidentiality and disclosure

work health and safety, including manual task risk factors

risk factors and techniques used when environment or residence are not custom fitted with aids

techniques for assisting with movement, including:

actions to be taken when a person is falling

active and passive movement

assistance with repositioning

assisting a person in an emergency

assisting a person off the floor

assisting a person to be weighed on chair weighing scales

assisting a person to change position in bed

assisting a person to use crutches or other walking aids

assisting a person to walk

assisting a person or co-worker to use a hoist or mechanical lifter for transfers

moving a person by wheelchair or trolley

moving a person between wheelchair or trolley and bed

moving a person to a standing or seated position

placing a person in a wheelchair

transfers from wheelchair to shower chair or toilet

utilising mobility aids owned by or associated with the person

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

individualised plans

equipment relevant to the persons mobility requirements

workplace health and safety manual

infection control manual

manual handling and lifting/no-lift policies of the organisation

equipment manufacturer's instructions

modelling of industry operating conditions, including:

using real people when using equipment

scenarios that reflect standard operating procedures and contingencies relevant to service

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS003 Increase the safety of individuals at risk of suicide

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge to identify and manage immediate suicide risk and work with the individual to achieve safe outcomes. It includes the requirements for developing a clear safety plan for addressing any immediate danger to the person at risk or others, mobilising access to emergency medical help when needed and facilitating links with further support.

This unit applies to people in formal helping roles in any community service context. Suicide safety may involve face-to-face, telephone or remote contact with the person involved.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify and assess the person’s current suicide risk	1.1 Recognise and respond to signs indicating that a person may be considering suicide 1.2 Explore any indications, direct or indirect, that the person may be considering suicide 1.3 Ask specifically about thoughts of suicide whenever there are grounds for concern 1.4 Inform and facilitate the intervention by seeking understanding of why the person is considering suicide and what links them to life
2. Collaborate to increase immediate safety	2.1 Build a collaborative empathic helping relationship that acknowledges how thoughts of suicide and the pain behind them may affect their safety 2.2 Listen to what lies behind any thoughts of suicide while affirming and strengthening life connections and safety support 2.3 Work with the person to develop and implement a safety plan that reduces immediate danger to the person and others 2.4 Mobilise access to emergency services when needed 2.5 Comply with all laws, relevant ethical guidelines and policy requirements that affect duty of care and seek any advice from workplace supervisor
3. Facilitate links to further support	3.1 Empower the person at risk to make informed choices about further help 3.2 Maintain rapport to encourage discussion of on-going concerns 3.3 Help the person identify coping strategies to manage recurrence of suicidal thoughts 3.4 Determine whether underlying mental health concerns or personal circumstances are present and facilitate access to appropriate help 3.5 Explore possible barriers to seeking or accepting help and develop responses 3.6 Explore what has helped the person survive any previous suicide attempts 3.7 Develop a plan with the individual that includes agreed first steps to access and use informal supports and professional help 3.8 Refer to appropriate professionals as required
4. Review and report on support provided	4.1 Document suicide safety plan and follow up action according to evidence informed standards of care and relevant organisation requirements 4.2 Communicate relevant information to work colleagues and other people working with the person 4.3 Reflect on own role in providing support and use learning to enhance future practice 4.4 Identify and respond to the need for own supervision and debriefing

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS003 Increase the safety of individuals at risk of suicide

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

responded to at least 3 different situations where there is risk of suicide

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

indicators of potential suicide risk, including risk of any type of self-harm

principles and practices of suicide intervention, including:

assessment

suicide safety

facilitating emergency interventions

identifying safe actions to implement safety plans

facilitation of on-going support

referral options and procedures for accessing services

procedures for facilitating emergency interventions

personal values, beliefs and attitudes that facilitate or impede suicide intervention:

assumptions about who may be at risk

common notions about suicide

assumptions about what might keep someone safe or unsafe

consideration of how the presence of mental health concerns might influence the helper’s intervention role and inform referral options

principles and practices of self-care and supervision

legal and ethical considerations and how these are applied in an organisation and individual practice, including:

duty of care

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources including organisation policies and procedures

modelling typical workplace conditions, including:

typical workplace reporting processes

scenarios and simulations of crisis situations appropriate to the industry sector

scenarios and simulations that reflect real working conditions by modelling industry operating conditions and contingencies

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS004 Assess co-existing needs

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCS416B/CHCCS500B/CHCCS504B. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to assess the diverse and multi-faceted needs of people and determine both internal and external services required to meet those needs.

This unit applies in a range of community service contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for assessment	1.1 Identify and prepare assessment tools and processes according to organisation policy and procedures 1.2 Gather existing information about the person 1.3 Seek additional information from specialists and other sources as required to determine the range of issues that may be affecting the person 1.4 Organise practical aspects of assessment in consultation with the person being assessed 1.5 Provide information about the assessment process to the person and obtain consent
2. Analyse the person’s needs using a collaborative approach	2.1 Work within scope of own role and seek assistance from colleagues and experts as required 2.2 Empower the person to identify and prioritise their own needs 2.3 Evaluate needs based on full range of relevant information 2.4 Identify and analyse complex, multiple and interrelated issues 2.5 Evaluate issues of urgency and eligibility 2.6 Assess potential risk factors for service delivery
3. Determine appropriate services	3.1 Consider service delivery and referral options from strengths-based perspective 3.2 Evaluate internal capability and other service networks to determine best fit for the person 3.3 Provide the person with service information and support their decision making process 3.4 Encourage the person to advocate on their own behalf to access services
4. Complete reporting	4.1 Document the outcomes of the assessment process according to organisation procedures 4.2 Maintain and store the person’s information according to confidentiality requirements 4.3 Provide the person’s information to other services according to consent and confidentiality requirements
5. Evaluate assessment and referral processes	5.1 Seek feedback about assessment processes from the person and other networks 5.2 Monitor processes and their outcomes in terms of success in meeting the person’s needs 5.3 Routinely seek feedback and reflect on own performance 5.4 Use feedback and own evaluation as a basis for improving processes

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS004 Assess co-existing needs

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCS416B/CHCCS500B/CHCCS504B. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

assessed and appropriately responded to the requirements of at least 3 people presenting with co-existing needs

used analytical and critical thinking skills in each case:

applying a strengths-based approach to assessment

analysing information about co-existing issues

making evidence-based judgements about the person’s needs

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

different types of assessment and their use in different contexts

assessment process:

roles and responsibilities of different people

impact of the setting on the process

roles and types of assessment tools

ways of collecting information

validity and reliability requirements

reporting requirements and formats

nature and impact of diverse and multi-faceted needs and issues affecting client groups, and potential interrelationships between them, including:

mental health

alcohol and other drugs

imprisonment

child protection

family violence

homelessness

poverty

health

age

disability

behaviours of concern

employment

culture and religion

common service requirements and basic features of those services including:

employment

physical and mental health

housing

community support

social inclusion

education and training

financial support

networks and specialist services available

legal and ethical considerations relating to assessment processes, including:

privacy, confidentiality and disclosure

duty of care

informed consent

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit, including:

use of suitable facilities, equipment and resources, including:

organisation policies and procedures

use of peoples information on which to base assessment

individualised plans and any relevant equipment outlined in the plan

assessment tools and processes

modelling typical workplace conditions and contingencies, including:

interactions with people with a range of needs

typical workplace reporting processes

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS006 Facilitate individual service planning and delivery

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to contribute to the development, implementation and review of individualised support.

This unit applies to workers in a range of community services and service delivery contexts. Work will involve collaborating with the person requiring support and other people involved in the support network. Service needs may be complex or multiple.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish and maintain relationships	1.1 Conduct interpersonal exchanges in a manner that develops and maintains trust and goodwill 1.2 Maintain confidentiality and privacy of the person within organisation policy and protocols 1.3 Recognise and respect diverse and multi-faceted needs of the individual and collaborate with other service providers as needed 1.4 Provide clear and current information about service delivery and support the interests, rights and decision-making of the person in all dealings
2. Prepare for planning	2.1 Determine the physical and psychological factors relevant to the person’s life stage that will influence service delivery 2.2 Explain the purpose of the planning process and discuss different service options with the person 2.3 Work with the person to determine readiness for the development of an individualised plan and select most appropriate service option 2.4 Determine who needs to be included in the planning process and organise practicalities 2.5 Collate and prepare information and distribute to relevant stakeholders as required 2.6 Liaise with the assessor of the person’s requirements prior to the planning session as required
3. Plan service delivery	3.1 Respect the person’s perspective, foster their strengths and capacities and promote their participation 3.2 Follow process requirements of service planning tools 3.3 Identify and confirm key aspects of individualised service delivery by working collaboratively with the person and other stakeholders to establish goals 3.4 Consider interrelated needs of the person and plan an integrated approach to service delivery 3.5 Conduct risk assessment specific to the person’s circumstances, discuss with person and work collaboratively to minimise risk 3.6 Manage any conflict or differences with regard for the person’s perspective
4. Review service delivery implementation	4.1 Consult with relevant people to assess the quality of, and satisfaction with, service 4.2 Address and report any problems with the quality of, or satisfaction with, service delivery within organisation procedures 4.3 Work with the person and relevant others to identify and respond to the need for adjustments to individualised plans 4.4 Support the person’s self-determination in making adjustments to plans 4.5 Identify areas for improvement to overall service delivery implementation of organisation
5. Complete reporting requirements	5.1 Clearly record planning activities and decisions made 5.2 Prepare reports and other documentation according to organisation requirements 5.3 Maintain currency of documentation by making appropriate updates 5.4 Incorporate review findings into continuous improvement processes

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS006 Facilitate individual service planning and delivery

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked within established guidelines to contribute to the planning and reviewing of services which meet the needs of at least 3 people

contributed to the planning processes by communicating effectively with the person and other stakeholders using active listening and questioning

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

role and responsibilities of different people in the planning process:

person’s assessor

carers and other support workers

health professionals

other service providers

service delivery workers

human development across the lifespan and influences on service delivery

strengths-based planning processes:

assessment process

collaborative approach

documentation and reporting requirements

features and modes of service delivery:

range of service options

variations for individualised service

resource requirements

motivational goal setting

collaborating with other service providers to address diverse and multi-faceted needs

transitioning to other services

exiting service

legal and ethical considerations related to planning and service delivery and how these are applied in an organisation and individual practice, including:

duty of care

privacy, confidentiality and disclosure

safety and security

risk management considerations and ways of minimising risk:

environmental

physical

physiological

continuous improvement processes

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

planning and service delivery policies and procedures

planning templates and tools

individualised plans and any relevant equipment outlined in the plan

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS007 Develop and implement service programs

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to engage consumers, analyse service needs of particular groups and develop programs and services to meet those needs.

This unit applies to workers coordinating or managing teams and operations in varied service delivery contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Engage consumers in the analysis of service needs	1.1 Develop a plan for consumer participation and engagement in decisions about service provision 1.2 Investigate the needs of individuals as the basis for service provision in line with consumer participation and engagement plan 1.3 Recognise processes and communications that may be a barrier to consumer participation and develop mechanisms to overcome these 1.4 Interact and consult with people accessing the service to monitor changing needs so they can be addressed 1.5 Consult and collaborate with other services and networks to address multi-faceted needs of individuals and client groups 1.6 Evaluate broader organisation context and its impact on service delivery
2. Develop programs	2.1 Facilitate input to program development from internal and external stakeholders 2.2 Engage people accessing programs in management processes and develop formal arrangements as required 2.3 Incorporate consideration of individual differences, rights, needs and preferences in the planning processes 2.4 Integrate both internal and external services as required 2.5 Determine financial, human and physical resource requirements 2.6 Develop supporting systems and procedures 2.7 Develop and integrate service evaluation methods, including mechanisms for feedback from people accessing service programs 2.8 Document program identifying priorities, timelines and responsibilities
3. Implement and monitor programs	3.1 Communicate roles and responsibilities to relevant stakeholders 3.2 Facilitate provision of training to support implementation 3.3 Monitor service delivery against agreed objectives and budgetary frameworks 3.4 Make user interactions and feedback an integral part of ongoing monitoring 3.5 Identify and address problems in addressing the needs of service users in accordance with organisation procedures 3.6 Maintain relevant program and service delivery documentation
4. Evaluate programs	4.1 Assess capacity of programs to meet objectives 4.2 Seek and evaluate feedback from those using the service and other stakeholders 4.3 Modify programs as needed to meet changing requirements within policy and budgetary frameworks

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS007 Develop and implement service programs

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed, implemented and evaluated at least 1 community sector service program

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

program planning principles and processes, including:

program design

program resourcing

implementation systems and procedures

feedback and complaints procedures

evaluation and continuous improvement

accountability and governance

funding framework, including not-for-profit, government funding

supports needed for effective consumer participation at all levels of program planning

requirements of specific service user groups and individuals, including:

diverse and multi-faceted needs and issues service user participation opportunities and barriers

opportunities for collaboration and service partnerships

risk, regulatory and sustainability considerations

standards, codes and legislation compliance

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including organisation policies and procedures

modelling typical workplace conditions and contingencies, including interactions with users of the service and co-workers from a range of diverse backgrounds

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS009 Facilitate responsible behaviour

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to monitor individuals, respond to behaviours of concern, deal with conflict and support responsibility for behaviour management and change.

This unit applies to workers who work directly with people in a range of community service contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Observe individuals	1.1 Use formal and informal methods to observe and monitor individuals 1.2 Recognise situations for potential conflict and identify appropriate preventative and defusing strategies that can be employed 1.3 Evaluate the person’s behaviour and interactions in a fair, objective and consistent manner 1.4 Ensure decisions on action are consistent with available evidence and organisation policies 1.5 Seek specialist advice and make necessary referrals
2. Manage conflict	2.1 Conduct interactions with individuals in a fair, just, humane, equitable and positive manner 2.2 Use communication strategies with individuals for effective interaction and problem solving 2.3 Consider cultural sensitivities and adapt style and language to accommodate different cultural values and practices 2.4 Identify potential causes of conflict and use a range of appropriate and effective defusing responses 2.5 Use negotiation techniques to divert and minimise aggressive behaviour 2.6 Use negotiation to examine cause and effect and encourage appropriate responsibility and accountability for behaviour and its outcomes
3. Respond to behaviours of concern	3.1 Challenge behaviours of concern and clearly outline options and opportunities to change with positive encouragement 3.2 Confirm using clear, calm and objective language the implications of continuing behaviours of concern 3.3 Follow procedures to ensure personal safety of self, the individual, colleagues and others 3.4 Select strategies and responses for their potential to provide role models and examples of confident assertive behaviour 3.5 Carry out interventions based on an analysis of the situation and organisation policies and procedures
4. Complete reporting requirements	4.1 Report incidents in a manner that complies with policy, procedures and legislation 4.2 Prepare reports and other documentation according to organisation requirements 4.3 Maintain currency of documentation by making appropriate updates

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS009 Facilitate responsible behaviour

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

recognised and responded to at least 3 different situations where behaviours of concern are present

communicated effectively in at least 1 situation of conflict by:

engaging positively and supportively

using negotiation and problem solving skills

modelling assertive behaviour

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations related to addressing behaviours of concern and how these are applied in an organisation and individual practice, including:

duty of care

individual rights and equality

constraint

imprisonment

abuse

types of behaviours of concern, underlying reasons and appropriate ways to respond

cultural practices and customs of the service users’ population and their impact on behaviour in the particular environment

principles of effective communication for conflict management

principles of responding to human behaviour relating to violence, aggression and suicide

reporting procedures for incidents and accidents

specific statutory requirements related to treatment of people with special needs and requiring special support

specialist services and referral options

critical incident procedures

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

interactions with people with a range of needs

typical workplace reporting processes

links to other services

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS010 Maintain a high standard of service

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge to deliver and maintain a high standard of service.

This unit applies to workers in a range of community services and health contexts where direct support services are provided. Work performed requires some discretion and judgement and may be carried out under regular direct or indirect supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish and maintain an appropriate relationship with people accessing service	1.1 Establish rapport with the person and ensure the service is appropriate and in the person’s best interest 1.2 Identify and use effective communication skills to ensure a high level of effective communication and quality service provision 1.3 Access interpreter services as required to assist communication 1.4 Identify the person’s concerns and needs and respond within agreed level of responsibility, established procedures and guidelines for reporting to supervisors 1.5 Take action to resolve conflicts either directly, where a positive outcome can be immediately achieved, or by referral to appropriate personnel 1.6 Respond to and deal with complaints in line with organisation policy to enhance service to individuals 1.7 Seek advice from appropriate sources to resolve any concerns or issues regarding relationship with, and/or service to individuals
2. Act in a respectful manner at all times	2.1 Positively, actively and consistently demonstrate respect for individual differences in all work 2.2 Respect and maintain confidentiality and privacy at all times 2.3 Demonstrate courtesy in all interpersonal interactions 2.4 Provide assistance with the care of individuals with behaviours of concern in accordance with established procedures 2.5 Use appropriate techniques to manage and minimise aggression
3. Evaluate own work to maintain a high standard of service	3.1 Consistently monitor and evaluate effectiveness of interpersonal interaction to ensure best service outcomes 3.2 Seek and receive advice and assistance from supervisor, colleagues and other appropriate sources to enhance own performance 3.3 Adjust own work to incorporate advice that addresses performance issues to maintain the agreed standard of support and service

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS010 Maintain a high standard of service

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

delivered services to 3 different people using appropriate verbal and non-verbal communication styles in a non-discriminatory, supportive and inclusive manner

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

characteristics of excellent standards of service

how to access interpreter services

cultural differences in Australia

legal and ethical consideration and how these are applied in an organisation and individual practice, including:

privacy, confidentiality and disclosure

human rights

work health and safety (WHS)

organisation policies and procedures for responding to:

behaviours of concern

complaints

roles and responsibilities of self and other workers within the organisation

situations when people’s issues need to be referred to an appropriate professional

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modeling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS012 Prepare and maintain beds

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Application

This unit describes the skills and knowledge required to apply bed making and cleaning practices to a range of beds to ensure that people can safely occupy a clean bed.

This unit applies to workers in a range of settings where beds may be occupied or unoccupied. Where beds in an acute setting are occupied, bed making will usually be performed in an assisting role or under the supervision of an appropriate health professional according to organisation policy.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare area for bed making	1.1 Use personal protective equipment according to organisation policy 1.2 Adjust the height of the bed where possible 1.3 Clear the bed and surrounding areas of any medical and other equipment before stripping the bed 1.4 Check bed linen for displaced personal items, aids and equipment, and place aids and equipment in appropriate area or container
2. Make bed	2.1 Maintain the person’s dignity and privacy 2.2 Strip bed linen, where necessary 2.3 Remove clinical waste and soiled linen and place in appropriate container 2.4 Clean the bed according to established procedures, where necessary 2.5 Place clean bed linen on bed in accordance with organisation procedures 2.6 Re-position existing bed linen 2.7 Ask the person whether they are comfortable, or if they have any specific bed needs 2.8 Handle reusable clean bed linen in accordance with organisation procedures 2.9 Clean mattresses and pillows regularly and on discharge, in accordance with organisation procedures
3. Leave bed ready for occupancy or continued occupancy	3.1 Adjust bed height for occupancy and apply brakes according to bed type 3.2 Keep bed, equipment and aids accessible and leave the bed ready for occupancy 3.3 Report damaged and/or faulty beds, equipment, mattresses, pillows and linen to appropriate personnel 3.4 Clean and return to storage area all cleaning implements 3.5 Dispose of any clinical waste in accordance with organisation procedures

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS012 Prepare and maintain beds

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

prepared and made 5 beds ready for occupancy following correct bed making procedures

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

bed linen items

organisation policies and procedures including:

bed cleaning

safe handling of soiled linen

hygiene

infection control

personal protective equipment

work health and safety, including processes for controlling for manual task risk factors

clinical waste disposal, including waste minimisation, environmental responsibility and sustainable practice issues

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions.The following conditions must be met for this unit:

use of suitable facilities, equipment and resources including:

bed

bed linen

sheets

blankets

quilts

pillow cases

doonas

under-blanket

mattress protectors

clinical waste disposal equipment

personal protective equipment

personal aids or belongings in bed

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS014 Provide brief interventions

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to assess intervention needs, and then to implement and monitor brief intervention strategies for people at various stages of the change process.

This unit applies to workers in a range of community services contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess the person’s needs	1.1 Discuss and determine issues of concern and the person’s stage in the decision to change 1.2 Identify resources required to support the brief intervention 1.3 Identify and plan appropriate brief intervention strategies to match the person’s needs
2. Use brief intervention strategies	2.1 Raise awareness of the health issue with a person who is not contemplating change 2.2 Conduct brief motivational interview with a person who is contemplating change and match approach to stage of change 2.3 Support the person who expresses motivation to change in exploring choices, setting goals and identifying relapse prevention strategies 2.4 Take opportunities to support and encourage a person who has made a change 2.5 Identify current needs and sources of assistance, and give support as appropriate for a person who has lapsed or relapsed into prior behaviour
3. Monitor brief intervention activities	3.1 Keep notes in the person’s file in accordance with organisation policies and procedures, recording the person’s stage of decision-making on each occasion 3.2 Maintain confidentiality and security of information 3.3 Regularly review the person’s progress or outcomes, adjust approaches or make referrals according to their needs 3.4 Discuss outcomes with the person in an appropriate manner

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS014 Provide brief interventions

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

undertaken the brief intervention process for at least 2 people presenting with different issues at different stages of the change process

used each of the following at least once to support the intervention process:

active listening

non-judgmental language

supportive approach

facilitation and negotiation that assists the person’s decision-making

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

brief intervention scope and process:

features of brief interventions:

one-to-one approach, private

takes short period of time

may be done by a health team member

client led process

opportunistic

role as public health strategy

reasons for using brief interventions:

to raise awareness

to share knowledge

to help the person to think about making changes to improve health

step by step process

record-keeping requirements

stages of behaviour change model:

elements of pre-contemplation

contemplation

action

maintenance

options and approaches to support behaviour change:

raising awareness

sharing information and resources

exploring concerns and strategies

helping the person express their feelings, make decisions and set goals

highlighting benefits of change

giving positive feedback and encouragement

offering time and support

referring to other sources of assistance

health and well-being considerations:

environmental health

nutrition

alcohol

other drugs

broader contexts for the person’s current behaviour:

cultural

family context

community context

barriers and challenges for positive intervention outcomes and how to address these

legal and ethical considerations for interventions, including:

privacy, confidentiality and disclosure

codes of practice

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

the person’s information on which to design intervention

organisation policies and procedures for interventions

modelling typical workplace conditions, including interactions with people with a range of needs

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS015 Provide individualised support

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCICS302B/HLTCSD304D. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to organise, provide and monitor support services within the limits established by an individualised plan. The individualised plan refers to the support or service provision plan developed for the individual accessing the service and may have many different names in different organisations.

This unit applies to workers who provide support under direct or indirect supervision in any community services or health context.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine support needs	1.1 Interpret and clarify own role in implementing individualised plan and seek appropriate support for aspects outside scope of own knowledge, skills or job role 1.2 Confirm individualised plan details with the person and with family and carers when appropriate 1.3 Ensure the person is aware of their rights and complaints procedures 1.4 Work with the person to identify actions and activities that support the individualised plan and promote the person’s independence and rights to make informed decision-making 1.5 Prepare for support activities according to the person’s individualised plan, preferences and organisation policies, protocols and procedures
2. Provide support services	2.1 Conduct exchanges with the person in a manner that develops and maintains trust 2.2 Provide support according to the individualised plan, the person’s preferences and strengths, and organisation policies, protocols and procedures 2.3 Assemble equipment as and when required according to established procedures and the individualised plan 2.4 Respect and include the family and/or carer as part of the support team 2.5 Provide support according to duty of care and dignity of risk requirements 2.6 Provide assistance to maintain a safe and healthy environment 2.7 Provide assistance to maintain a clean and comfortable environment 2.8 Respect individual differences to ensure maximum dignity and privacy when providing support 2.9 Seek assistance when it is not possible to provide appropriate support
3. Monitor support activities	3.1 Monitor own work to ensure the required standard of support is maintained 3.2 Involve the person in discussions about how support services are meeting their needs and any requirement for change 3.3 Identify aspects of the individualised plan that might need review and discuss with supervisor 3.4 Participate in discussion with the person and supervisor in a manner that supports the person’s self determination
4. Complete reporting and documentation	4.1 Maintain confidentiality and privacy of the person in all dealings within organisation policy and protocols 4.2 Comply with the organisation’s informal and formal reporting requirements, including reporting observations to supervisor 4.3 Identify and respond to situations of potential or actual risk within scope of own role and report to supervisor as required 4.4 Identify and report signs of additional or unmet needs of the person and refer in accordance with organisation and confidentiality requirements 4.5 Complete and maintain documentation according to organisation policy and protocols 4.6 Store information according to organisation policy and protocols

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS015 Provide individualised support

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCICS302B/HLTCSD304D. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

used individualised plans as the basis for the support of 3 individuals

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

rationale and processes underpinning individualised support planning and delivery:

basic principles of person-centred practice, strengths-based practice and active support

documentation and reporting requirements

roles and responsibilities of different people and the communication between them:

carers and family

person being supported

health professionals

individual workers

supervisors

service delivery models in the relevant sector

legal and ethical requirements and how these are applied in an organisation and individual practice, including:

privacy, confidentiality and disclosure

duty of care

dignity of risk

human rights

discrimination

mandatory reporting

work role boundaries – responsibilities and limitations

factors that affect people requiring support

practices that support skill maintenance and development

indicators of unmet needs and ways of responding

risk management considerations and ways to respond to identified risks

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

individualised plans and equipment outlined in the plan

infection control policies and procedures

modelling of standard industry operating conditions and contingencies, including involvement of real people when using relevant equipment

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS016 Respond to client needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Application

This unit describes the skills and knowledge required to respond holistically to client needs. Clients may have a range of issues outside and in addition to the area of immediate focus or expertise of the worker and their organisation.

The unit applies to workers in a range of community services contexts who provide person-centred support to clients.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish an interpersonal relationship with the client	1.1 Define boundaries and use communication skills to establish trust and respect 1.2 Assist the client to identify areas of concern and to determine options for action 1.3 Share information with client about options and services available to enable them to make informed decisions
2. Identify the range of issues impacting on the client	2.1 Identify indicators of harm, neglect, abuse or risk of harm 2.2 Seek information from a range of appropriate sources to identify possible presenting issues 2.3 Apply organisation procedures for collecting and analysing client information
3. Analyse information to determine course of action	3.1 Identify and prioritise client's current needs and available sources of assistance 3.2 Identify organisation's capacity to meet range of client needs to be addressed 3.3 Follow relevant legislation, organisation policies and procedures and duty of care obligations and legislative requirements in responding to indicators of actual or potential risk of abuse, neglect or harm 3.4 Recognise when client needs exceed limitations of service and/or role and respond and refer within organisation policies and procedures
4. Refer client to other services to provide additional support	4.1 Identify need for additional support 4.2 Work with client to motivate, support and encourage the client 4.3 Identify sources of assistance and refer as appropriate 4.4 Follow organisation policies and procedures for transitioning or exiting from service as per organisation and legislative requirements

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS016 Respond to client needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

responded holistically to the needs of at least 5 clients

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for working with clients and how these are applied in an organisation and individual practice, including:

duty of care

dignity of risk

human rights

discrimination

mandatory reporting

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

work health and safety

organisation policies and procedures for:

responding to indicators of actual or potential risk of abuse, neglect or harm

collecting and analysing client information

transitioning or exiting a client from the service

identification of the impact of, and interrelationships between issues relating to:

physical health

mental health

child protection

domestic violence

disability

homelessness

unemployment

financial

alcohol and other drugs (AOD)

trauma

culture and religion

organisation requirements and referral options for working with people experiencing issues related to:

physical health

mental health

child protection

domestic violence

disability

homelessness

unemployment

AOD

trauma

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, the following conditions must be met for this unit:

use of suitable facilities and resources including organisation policies and procedures

modelling typical workplace conditions, including interactions with clients and co-workers from a range of diverse backgrounds

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS017 Provide loss and grief support

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to recognise and respond to the needs of people who are experiencing loss, grief and bereavement.

This unit applies to workers in a range of community services and health contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Recognise reactions to loss and grief	1.1 Recognise reactions to loss and grief 1.2 Take into account social, cultural, ethnic and spiritual differences 1.3 Identify situations where there may be risk to the health and/or safety of the person or other people and make appropriate referrals 1.4 Identify and assess an individual’s suicide risk and where necessary refer to appropriate services
2. Engage empathically	2.1 Interact with individuals with empathy, sensitivity, professionalism and courtesy 2.2 Identify and respect social, cultural, ethnic and spiritual differences 2.3 Select and use verbal and non-verbal communication approaches that acknowledge the individual’s emotional needs
3. Offer support and information	3.1 Identify individuals experiencing difficulty in coping with grief and trauma and link or refer them to options for further help as needed 3.2 Provide information about grief and bereavement support services and resources 3.3 Identify, suggest or use strategies for formal and informal grief and bereavement support 3.4 Obtain feedback from individual to confirm that options are clearly understood 3.5 Maintain confidentiality in line with organisation practices
4. Care for self	4.1 Monitor own stress level in relation to working in the area of grief and loss 4.2 Recognise and minimise risks to self associated with grief and bereavement support 4.3 Identify and respond to the need for supervision and debriefing
5. Review support provided	5.1 Reflect on outcomes during and after support is provided 5.2 Identify where further support is required 5.3 Review practices for continuous improvement

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS017 Provide loss and grief support

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

responded effectively to at least 3 diverse situations of loss, grief, bereavement or trauma

engaged with people using effective communication skills at least once that included:

empathic listening skills

verbal and non-verbal techniques

providing information clearly and sensitively

obtaining feedback to confirm understanding

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

spectrum of loss situations, including:

primary loss

secondary loss

cumulative loss

integration of loss

potential impacts at the individual, family and community level, of grief, bereavement and trauma

features and expressions of grief and how these may vary, including:

complex grief

disenfranchised grief

reactions that may indicate risk of suicide and required responses

how loss, grief and bereavement can impact on social and emotional health and well being

social, cultural, ethnic and spiritual differences in responses to loss, grief and bereavement

different contexts and circumstances that may be present prior to loss and their impact on grief and bereavement

strategies and communication techniques for formal and informal grief and bereavement support

grief and bereavement care services and information resources

stress vulnerability model and its application to loss and grief support

self care strategies and support services for workers

legal and ethical considerations and how these are applied in an organisation and individual practice, including:

duty of care

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including organisation policies, procedures and related documentation to assist in the provision of grief and loss support

modelling typical workplace conditions and contingencies, including:

interactions with people from a diverse range of backgrounds

links to other services

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS019 Recognise and respond to crisis situations

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to recognise situations where people may be in imminent crisis, and then to work collaboratively to minimise any safety concerns and make plans to access required support services.

This unit applies to any community services worker involved in crisis intervention. Management of the crisis may involve face-to-face, telephone or remote contact with persons involved.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify imminent crisis situations	1.1 Recognise and respond to signs indicating that there may be safety issues for people 1.2 Consider indicators from direct and indirect communications that suggest the presence of safety issues 1.3 Ask directly about safety issues whenever there are grounds for concern, and take immediate action based on organisation’s procedures
2. Address immediate safety concerns	2.1 Listen empathetically to details of current crisis situation 2.2 Affirm and strengthen links to safety and living 2.3 Provide structure and strategies for dealing with the immediate crisis through enabling thoughts and behaviours 2.4 Balance collaboration and direction according to the person’s current capacity for decision-making and coping 2.5 Identify and agree actions to reduce immediate danger and risk to others, including mobilisation of emergency assistance as required 2.6 Confirm that actions are legal, ethical, consistent with organisation policy and meet duty of care requirements 2.7 Seek advice or assistance from supervisor as required
3. Provide referral for crisis intervention support	3.1 Empower person to make informed choices about further help 3.2 Explore possible barriers to seeking or accepting help and develop responses 3.3 Develop a plan with the individual that includes agreed first steps to access and use informal supports and professional help 3.4 Refer to appropriate professionals as required 3.5 Complete and maintain accurate documentation
4. Care for self	4.1 Recognise and minimise risks to self associated with crisis support 4.2 Identify and respond to the need for supervision and debriefing

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS019 Recognise and respond to crisis situations

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

been involved in crisis intervention activities on at least 3 occasions

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical consideration relevant to recognising and responding to crisis situations including:

duty of care

privacy, confidentiality and disclosure

work role boundaries, responsibilities and limitations

mandatory reporting

codes of practice

organisation policies and procedures for responding to crisis situations

types of crisis situations, including:

potential suicide

threats to harm others

self harm

received threats

abuse, including child abuse

domestic and family violence

common indicators or signs of crisis in other people

personal values, beliefs and attitudes that facilitate or impede crisis care:

assumptions about who may be at risk

common notions about crisis situations

principles and practices of crisis intervention:

critical incident procedures

facilitating emergency interventions

addressing safety concerns

referral options and procedures for accessing services

principles and practices of self-care and supervision

Assessment Conditions

Skills must be demonstrated in a crisis support workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including organisation policies, procedures and resources

modelling typical workplace conditions and contingencies, including:

interactions with people from a range of diverse backgrounds

links to other services

realistic, in-depth, validated industry scenarios and simulations of crisis situations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS020 Respond effectively to behaviours of concern

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to respond effectively to behaviours of concern of people. Skills are associated with handling difficult incidents rather than managing ongoing behaviour difficulties.

The unit applies to workers in any context exposed to difficult and challenging behaviour.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Identify behaviour and plan response	1.1 Identify behaviours of concern in line with work role and organisation policies and procedures 1.2 Identify appropriate response to potential instances of behaviours of concern 1.3 Ensure planned responses to behaviours of concern maximise the availability of other appropriate staff and resources 1.4 Give priority to safety of self and others in responding to behaviours of concern
2. Apply response	2.1 Ensure response to instances of behaviours of concern reflect organisation policies and procedures 2.2 Seek assistance as required 2.3 Deal with behaviours of concern promptly, firmly and diplomatically in accordance with organisation policy and procedure 2.4 Use communication effectively to achieve the desired outcomes in responding to behaviours of concern 2.5 Select appropriate strategies to suit particular instances of behaviours of concern
3. Report and review incidents	3.1 Report incidents according to organisation policies and procedures 3.2 Review incidents with appropriate staff and offer suggestions appropriate to area of responsibility 3.3 Access and participate in available debriefing mechanisms and associated support and/or development activities 3.4 Seek advice and assistance from legitimate sources as and when appropriate

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS020 Respond effectively to behaviours of concern

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

effectively dealt with at least 5 different behaviours of concern

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

different behaviours of concern:

aggression

confusion or other cognitive impairment

intoxication

intrusive behaviour

manipulation

noisiness

self-destructive behaviour

verbal offensiveness

wandering

strategies for dealing with behaviours of concern

issues needing to be referred to an appropriate professional

legal and ethical consideration relevant to recognising and responding to behaviours of concern, including:

duty of care

human rights

work health and safety

organisation reporting processes

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources including organisation policies and procedures in relation to reporting behaviours of concern

modelling of industry operating conditions and contingencies, including scenarios that reflect different behaviours of concern

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS023 Support independence and wellbeing

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCICS303A and CHCICS406B. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to provide individualised services in ways that support independence, as well as, physical and emotional wellbeing.

This unit applies to workers in a range of community services contexts who provide frontline support services within the context of an established individualised plan.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Recognise and support individual differences	1.1 Recognise and respect the person’s social, cultural and spiritual differences 1.2 Avoid imposing own values and attitudes on others and support the person to express their own identity and preferences 1.3 Consider the person’s individual needs, stage of life, development and strengths when engaging in support activities 1.4 Recognise, respect and accommodate the person’s expressions of identity and sexuality as appropriate in the context of their age or stage of life 1.5 Promote and facilitate opportunities for participation in activities that reflect the person’s individual physical, social, cultural and spiritual needs
2. Promote independence	2.1 Support the person to identify and acknowledge their own strengths and self-care capacity 2.2 Assist the person to identify opportunities to utilise their strengths, while communicating the importance of using available support when required 2.3 Provide information and assistance to the person in order to facilitate access to support services and resources when needed 2.4 Provide support that allows the person to self manage their own service delivery as appropriate 2.5 Encourage the person to build, strengthen and maintain independence
3. Support physical wellbeing	3.1 Promote and encourage daily living habits that contribute to healthy lifestyle 3.2 Support and assist the person to maintain a safe and healthy environment 3.3 Identify hazards and report according to organisation procedures 3.4 Identify variations in a person’s physical condition and report according to organisation procedures 3.5 Recognise indications that the person’s physical situation is affecting their wellbeing and report according to organisation procedures 3.6 Identify physical health situations beyond scope of own role and report to relevant person
4. Support social, emotional and psychological wellbeing	4.1 Promote self-esteem and confidence through use of positive and supportive communication 4.2 Contribute to the person’s sense of security through use of safe and predictable routines 4.3 Encourage and facilitate participation in social, cultural, spiritual activities, using existing and potential new networks and as per the person’s preferences 4.4 Identify aspects of supporting a person’s wellbeing outside scope of knowledge, skills and/or job role and seek appropriate support 4.5 Identify variations to a person’s wellbeing and report according to organisation procedures 4.6 Identify any cultural or financial issues impacting on the person’s wellbeing 4.7 Identify the person’s risk and protective factors in relation to mental health 4.8 Recognise and report possible indicators of abuse or neglect and report according to organisation procedures 4.9 Identify situations beyond scope of own role and report to relevant person

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS023 Support independence and wellbeing

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCICS303A and CHCICS406B. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

safely supported at least 3 people to enhance independence and wellbeing

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of direct support work in at least one aged care, home and community, disability or community service organisation

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

basic human needs:

physical

psychological

spiritual

cultural

sexual

concept of self-actualisation

human development across the lifespan

wellbeing, including:

physical

psychological

social

spiritual

cultural

financial

career/occupation

individual differences, how these may be interrelated and impact on support provided

basic requirements for good health for the person, including:

mental health

nutrition and hydration

exercise

hygiene

lifestyle

oral health

mental health issues and risk and protective factors

indications of neglect or abuse:

physical

sexual

psychological

financial

reporting requirements for suspected abuse situations

service delivery models and standards

relevant funding models

issues that impact health and well being

impacts of community values and attitudes, including myths and stereotypes

issues surrounding sexuality and sexual expression

indicators of emotional concerns and issues

support strategies, resources and networks

legal and ethical requirements and how these are applied in an organisation and individual practice, including:

duty of care

dignity of risk

human rights

discrimination

mandatory reporting

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

Assessment Conditions

Skills must have been demonstrated in a relevant workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. Where simulation is used it must reflect real working conditions and contingencies by modeling industry operating conditions and contingencies, as well as using suitable facilities, equipment and resources, including:

individualised plans and any relevant equipment outlined in the plan

modelling of industry operating conditions including real interactions with the person and their carers

Overall, assessment must involve some real interactions with the person and their families/carers.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS026 Transport individuals

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to provide safe, timely and efficient transportation of people from one location to another at a particular site, or to other sites.

This unit applies to workers in a range of settings where transporting people is a requirement of the work.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for transport	1.1 Confirm transport with relevant personnel 1.2 Check with the person to be transported, the level of support required 1.3 Explain procedure to the person or relevant personnel and answer any questions 1.4 Prepare for the safe and timely transportation of the person 1.5 Select transportation equipment and check to ensure that it is clean, complete and correctly functioning for transportation according to transportation requirements 1.6 Check any other equipment to ensure that it is attached correctly and safely to transportation equipment
2. Transport the person and equipment	2.1 Transport the person to designated location in accordance with transportation requirements and organisation policy 2.2 Manoeuvre and transport equipment to ensure the person’s comfort and safety and minimise risk to self
3. Deliver the person	3.1 Deliver the person to designated location and inform relevant personnel of the person’s arrival 3.2 Inform relevant personnel of the person’s needs 3.3 Return equipment used to deliver the person 3.4 Accurately complete reporting requirements

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS026 Transport individuals

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

transported 3 people with different transportation requirements to correct destination according to safe working practices

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

organisation policies and procedures, including:

infection control

for securing a person, including a wheelchair

legal and ethical considerations for transporting individuals and how these are applied in an organisation and individual practice, including:

duty of care

human rights

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

work health and safety, including manual handling

issues that need to be referred to an appropriate health professional

correct transportation of equipment, including:

wheelchair

stretcher

trolley

bed

intra-venous (IV) stands

oxygen

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including vehicle or equipment used for transporting people

equipment to be transferred with the person modelling typical workplace conditions and contingencies, including:

physical and/or behavioural contingency scenarios involving duty of care

personal belongings of person being transported

involvement of real people and equipment when transporting

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015 /AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS027 Visit client residence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTRAH302C/CHCCH522B. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to make visits to clients to assess needs and/or deliver services in their place of residence.

This unit applies to workers who are required to deliver services to people in their home or in any temporary or permanent community residence. Work may be directed under regular (direct, indirect or remote) supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for visit	1.1 Check that the person is expecting and prepared for a visit at the agreed time 1.2 Clarify purpose of visit and history of the person in relation to unexpected issues and needs 1.3 Prepare equipment, resources and/or documents required for the purpose of the visit and contingencies 1.4 Allow time in schedule for contingencies 1.5 Assess factors related to security of the place of residence and check that entry to the place is ensured 1.6 Ensure co-worker(s) are aware of intended time and place of visit and mobile contact details
2. Undertake visit	2.1 Obtain entry to the place of residence, check for hazards to own and others’ health and safety and implement controls to manage risk 2.2 Take standard precautions to control infection and, where required, take additional precautions 2.3 Demonstrate respect and sensitivity toward the person and the place of residence 2.4 Follow appropriate risk management practices when delivering services in an unfamiliar and potentially unsafe environment
3. Establish relationship in the place of residence	3.1 Communicate with the person to provide information, clarify purpose of visit and confirm the person’s consent 3.2 Provide opportunity for the person to identify and express any issues or concerns in relation to the visit and/or associated matters 3.3 Engage appropriately with others in the place of residence in accordance with organisation policies 3.4 Deal with ethical dilemmas and behaviours of concerns in accordance with relevant policies and procedures 3.5 Deal with difficult or challenging situations appropriately and in accordance with relevant policies and procedures 3.6 Identify any health issues or areas of concern that might place the person or others at risk
4. Follow up visit	4.1 Document all aspects of the visit in line with organisation policies and procedures 4.2 Refer any health issues and areas of concern promptly to a supervisor 4.3 Comply with statutory and organisation reporting requirements 4.4 Ensure any arrangements for follow up visits are recorded and implemented

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS027 Visit client residence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTRAH302C/CHCCH522B. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

prepared and undertaken visits to 5 different people in their place of residence

accurately documented all aspects of the visit and referred appropriately

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

issues relevant to visiting a client residence

different types of residence

organisation policies and procedures relating to:

infection control

reporting issues observed during visits

working in unfamiliar and unpredictable environments

working alone

working in home environments

duress

basic home fire safety and applicable state and/or territory smoke alarm legislation

legal and ethical requirements and how these are applied in an organisation and individual practice, including:

duty of care

dignity of risk

human rights

discrimination

mandatory reporting

practice standards

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

work health and safety (WHS)

work as part of a multi-disciplinary team

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modeling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS028 Provide client-centred support to people in crisis

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes CHCTC302B. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Minimum work hours added.

Application

This unit describes the skills and knowledge required to build relationships with help-seekers, use crisis support micro skills and address the personal issues that affect working with people in crisis. The support is immediate and short term, and not ongoing.

This unit applies to individuals in crisis support roles who work according to established procedures and models. They work under supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Apply the organisation’s crisis support model and procedures	1.1 Identify and use each stage of the crisis support model during client interactions 1.2 Implement organisation measures for worker care and supervision 1.3 Document information according to organisation procedures
2. Facilitate relationship building with the help-seeker	2.1 Display a client-centred approach to crisis support 2.2 Show empathy to build a strong connection with the help-seeker and create an environment within which the help-seeker feels able to discuss their concerns and pain 2.3 Display unconditional positive regard to enable the help-seeker to communicate freely without fear of judgement
3. Apply skills which assist the crisis support process	3.1 Consistently use active listening skills and brief encouragers to establish rapport with help-seekers, and identify their issues 3.2 Show respectful, empathic understanding to clarify the nature and depth of help-seeker feelings 3.3 Develop an empowering crisis support relationship that assists help-seekers clarify options, seek support and decide on next steps to address problems and/or meet current needs 3.4 Explore and offer options for further help and support 3.5 Sensitively manage a timely end to the communication, facilitating transitions to ongoing self care and support or referrals
4. Address personal factors in the crisis support process	4.1 Identify, affirm and strengthen personal attributes and attitudes likely to facilitate the crisis support process 4.2 Identify and contain personal issues or attitudes likely to impact negatively on the contact 4.3 Identify and discuss personal reactions to strong help-seeker emotions or impactful stories 4.4 Identify and implement constructive strategies for dealing with strong emotions and impactful stories 4.5 Develop a range of self care strategies for responding to impactful presentations or stories

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS028 Provide client-centred support to people in crisis

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes CHCTC302B. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Minimum work hours added.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of 50 hours of work in a service providing support to people in crisis

managed contacts from at least 50 help-seekers with varied presenting issues, using

the structure of the organisation’s crisis support model

crisis support micro skills

managed the personal factors that affect working with people in crisis.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national, state/territory) for short term crisis support work, and how these are applied in organisations:

codes of conduct:

duty of care

mandatory reporting

privacy, confidentiality and disclosure

records management

work role boundaries – responsibilities and limitations

work health and safety, including management of own reactions and stress

vision, policies and procedures of the organisation

crisis and crisis theory in the context of the individual job role

scope of the crisis support role in different organisations

self-care strategies, including debriefing and their importance

stages of a crisis support model

principle of unconditional positive regard and being non-judgemental

how values, attitudes and beliefs impact on crisis support processes

crisis support micro-skills, and how they are used, including:

brief encouragers which assist the help-seeker relate their story and concerns

reflection of feelings and meaning

hearing the help-seeker’s concerns

paraphrasing (reflection of content)

using open and closed questions to expand or clarify understanding

understanding the help-seeker’s context

recognising when higher levels of care may be required

use of silence

balancing the frequency of questions

summarising and closure

indicators of strong emotions and how to respond, including:

grief

anger

confusion

sadness

frustration

suicidal despair

empowering processes and how they are used in crisis support including:

active listening

identifying and affirming help-seeker strengths and opportunities

reframing, summary and closure

helping contain overwhelming feelings to facilitate coping

using questions and concreteness to focus the help-seeker on identifying immediate needs and concerns

setting realistic achievable goals for the contact

brainstorming consequences

exploring options

facilitating informed help-seeker choices

identify achievable tasks to be addressed after the contact

constructive feedback about crisis support practice

strategies to deal with help-seeker issues and emotions

managing tone, pitch and pace of voice

setting boundaries between crisis supporter and help-seeker

awareness of personal vulnerabilities which may be triggered during a contact

containment skills

supervision

debriefing.

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE001 Support participative planning processes

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements

Application

This unit describes the skills and knowledge required to provide opportunities for community groups and individuals to participate and design cooperative arrangements for addressing common concerns.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Contribute to planning processes	1.1 Identify key community stakeholders 1.2 Identify and document community strengths and key priorities to be addressed 1.3 Participate in planning to ensure key priorities are addressed 1.4 Participate in evaluating processes to ensure they are forward looking and proactive
2. Promote and engage community participation in planning	2.1 Use appropriate interpersonal and networking skills to enlist support from key people and groups within the community 2.2 Proactively develop and provide opportunities for community input to planning provision of services
3. Support existing community activities	3.1 Review existing community activities and resources, based on changing community priorities 3.2 Provide support and assistance to existing community activities to obtain additional resources required for effective operation 3.3 Provide support to community groups to monitor and evaluate processes, progress and outcomes of activities 3.4 Provide appropriate support to community groups to become self managing in the implementation of plans

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE001 Support participative planning processes

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

contributed to the development of at least 1 community activity plan in collaboration with key people and groups, including supported participation of key stakeholders in planning activities on at least 3 occasions

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

relevant legislation and public policies

social, community and youth issues

contemporary economics and politics and their impact on community development

community development as a social change strategy, including:

traditional community development approaches:

needs-based

gap-based

principles and practices of contemporary community development approaches and techniques for mobilisation in relation to:

asset-based (ABCD)

rights-based

funding sources and their policies and strategies for encouraging community input and participation

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE002 Develop and implement community programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements

Application

This unit describes the skills and knowledge required to develop community programs to ensure maximum participation.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and have the responsibility of supervision of others.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop program parameters	1.1 Analyse issues of wide community concern to develop an agency position and to ascertain the priority for new program 1.2 Undertake appropriate work to ascertain support, capacity for a coordinated effort and factors which will effect provision of services 1.3 Undertake research to identify key people, priorities to be addressed, possible strategies and options for action 1.4 Identify measures and evidence of program plan success and possible risks 1.5 Develop appropriate plans via participation of relevant communities and stakeholders
2. Design programs with the community	2.1 Develop a program plan which reflects identified parameters and incorporates an evaluation of a range of program options within organisation policy 2.2 Engage stakeholder participation to determine preferred program options particularly in areas of high priority or with targeted communities 2.3 Seek help from participating agencies for implementation arrangements 2.4 Develop and implement promotion and marketing strategies 2.5 Develop and maintain systems and resources for administrative support of community programs 2.6 Identify and seek resources
3. Implement programs	3.1 Conduct and evaluate pilots and make adjustments to ensure the program achieves its objectives 3.2 Implement and monitor in accordance to the plan
4. Evaluate programs	4.1 Evaluate program design and outcomes according to criteria and specifications identified in the program plan 4.2 Use results of evaluation for revision and ongoing development 4.3 Involve interested and/or relevant people in program evaluation

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE002 Develop and implement community programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed, implemented and evaluated at least 1 community program

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

relevant legislation and public policies

social, community and youth issues

contemporary economics and politics and their impact on community development

traditional community development approaches:

needs-based

gap-based

principles and practices of contemporary community development approaches and techniques for mobilisation in relation to:

asset-based (ABCD)

rights-based

social movements

sociology fundamentals, including:

commonly accepted social theories

social inequality

sociology of class

sociology of gender, including impacts of culture on gender dynamics

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE003 Work within a community development framework

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements

Application

This unit describes the skills and knowledge required to work within a community development framework.

A community development framework, may include a range of methods designed to strengthen and develop communities by enhancing individual and group capacity to confidently engage with community structures and to address problems and issues.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Operate within a community development framework	1.1 Work towards the vision and mission of the community development work plan 1.2 Work with communities to achieve their priorities through enhancing skills, accessing appropriate support and working with others in the community who share concerns and issues 1.3 Identify and document the interrelationships between the priorities and rights of the individual, the family, the community and society
2. Distinguish between private and public issues arising in community development work	2.1 Employ appropriate interpersonal skills to hear individual stories and distinguish between private and public issues 2.2 Identify the individual’s willingness to engage in a public process to bring about change and facilitate the move from private concern to public action 2.3 Provide appropriate referrals to support people to deal with personal issues 2.4 Ensure all work reflects and meets duty of care responsibilities
3. Work with groups to achieve community development outcomes	3.1 Research and analyse community priorities 3.2 Identify and document shared community priorities within the public group processes 3.3 Plan appropriate strategies in collaboration with the group to ensure community priorities are addressed 3.4 Document community structures and resources available to groups to maximise outcomes for groups 3.5 Provide advice and information to groups and individuals as required to ensure they are fully informed about relevant issues and opportunities 3.6 Advocate and lobby for community based outcomes 3.7 Manage group dynamics, facilitate discussions and engagements processes 3.8 Review and modify own work practice within a community development framework

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE003 Work within a community development framework

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

engaged with at least 1 community group in order to develop 1 action plan relevant to community priorities

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

relevance of the community development work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability

traditional community development approaches:

needs-based

gap-based

principles and practices of contemporary community development approaches and techniques for mobilisation in relation to:

asset-based (ABCD)

rights-based

impact of current and changing social, political and economic contexts

strategies for addressing individual differences

principles and practices of community development work, including:

structural disadvantage and inequality

social justice and human rights

empowerment

recognition of personal and public political process

commitment to peoples’ participation

sustainability

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE004 Implement participation and engagement strategies

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to work with individuals or groups in specific communities and support their engagement in making decisions that affects their lives.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Define the priorities of specific communities or groups	1.1 Identify and document the details of individual and group priorities of the specific community through appropriate research and stakeholder participation 1.2 Identify, by appropriate research and stakeholder participation, preferred means of communicating with individuals and groups from specific communities
2. Undertake relevant work in the context of specific communities or groups	2.1 Use the values, priorities and structures within specific communities to define the ways of working 2.2 Evaluate relevant community structures and utilise to maximise outcomes for individuals and groups 2.3 Ensure work within communities is consistent with defined job role and agreed protocols 2.4 Utilise interpersonal skills which are consistent with community practices and standards
3. Evaluate work undertaken within specific communities	3.1 Undertake appropriate evaluation of work through participation of relevant community stakeholders 3.2 Monitor work within communities to ensure reflection of relevant values and structures 3.3 Undertake evaluation in a manner that ensures responsiveness to community prioritises

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE004 Implement participation and engagement strategies

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

researched individual and group issues of at least 1 specific community

engaged effectively with a range of individuals from at least 1 specific community group, validated by community acceptance over at least 3 different occasions

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

social, political, cultural and historical issues that affect or are relevant to specific communities and groups

models of society

critique of socialisation theory

specific information relating to client community group, including:

group composition

specific community and group structures

practices and values

cultural preferences

social issues relevant to the specific group

health issues relevant to the specific group

relevant networks, people and stakeholders

specific communication protocols and practices

strength, talents and abilities of the community

impact of community values and structures on individuals

culture and diversity

family and power

deviance

identity theories

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE005 Develop and support relevant community resources

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to work with the community to develop relevant and effective resources to engender community support for initiatives aimed at specific groups.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess community resource requirements	1.1 Document resource requirements through participation of networks and stakeholder needs 1.2 Research existing available community resources and assess their capacity to meet priorities of the group 1.3 Develop strategies to address gaps in available resources 1.4 Develop strategies for the provision of resources to assist in meeting organisation objectives within funding considerations
2. Develop an information base	2.1 Establish and maintain professional networks with key people and organisations 2.2 Create opportunities to develop supportive connections between key people, including arranging and conducting meetings 2.3 Identify and plan for obstacles to effective contact between people and develop appropriate strategies to overcome these 2.4 Maintain records and make available as required to facilitate community interaction
3. Develop community resources	3.1 Develop resources with participation of key people 3.2 Follow processes and procedures to facilitate endorsement and implementation 3.3 Undertake appropriate work to ensure that maintenance of community resources is carried out according to agreed procedures and budget allocations
4. Facilitate community access to resources	4.1 Publicise availability of resources to target group, key people and organisations to encourage participation in activities 4.2 Make resources available to all users as required in accordance with organisation procedures 4.3 Review resources regularly to ensure usefulness and currency

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE005 Develop and support relevant community resources

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

identified resource priorities for at least 1 specific community group and matched a range of appropriate resources to meet those priorities

used appropriate technology to design and develop resources for at least 1 specific community group

established networks of key people and organisations and participated in at least 1 meeting

documented and stored information in line with organisation policies and procedures

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

social, political, cultural and historical issues that affect or are relevant to specific communities and groups

relevant legal and organisation policies and procedures regarding resources, including copyright and confidentiality

a range of media, resources and techniques used to develop community resources

specific client community groups, including:

group composition

specific community and group structures

practices and values

cultural preferences

social issues relevant to the specific group

health issues relevant to the specific group

relevant networks, people and stakeholders

specific communication protocols and practice

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modeling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE007 Develop and provide community projects

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to work with the community to develop and provide community projects on relevant issues.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop a community project	1.1 Develop project plan through participation of key people and organisations that identifies priorities and desired outcomes to address issues of concern of target groups 1.2 Identify and secure appropriate human, financial and physical resources 1.3 Develop strategies and educational resources and materials appropriate to the context, issue and audience 1.4 Prepare promotional materials in line with organisation policy and disseminate to target audience and others as appropriate
2. Deliver the community project	2.1 Implement strategies and distribute educational resources and materials to ensure maximum effectiveness for delivery of the project 2.2 Implement strategies to encourage full participation in the project and the expression of views and feelings about its process or content 2.3 Make project adjustments as required to meet the needs of specific groups 2.4 Seek feedback on the community project or activity from participants
3. Review the community project	3.1 Assess the community project against the planned goals and objectives in accordance with organisation policies and procedures 3.2 Discuss outcomes of project evaluations with key people and organisations to determine future directions 3.3 Document community project outcomes, and where necessary act on them in accordance with organisation procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE007 Develop and provide community projects

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed, delivered and evaluated at least 1 project plan, including identifying and matching resources with activities to address community needs and priorities

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

relevant legislation and public policies

social, community and youth issues

principles of designing and developing a community program, including:

community priorities assessment and analysis

asset mapping

goals and objectives for project

resource availability

strategies and actions needed to achieve goals

accountability requirements

resources and support within the community

decision-making structures and processes at organisation, community, regional and system level

organisation policies and procedures for dealing with the media

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE008 Support community action

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to support the community to represent their own priorities and aspirations through social and public action.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and have the responsibility of supervision of others.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Respond to community priorities	1.1 Plan and implement appropriate opportunities for people in the community to promote their priorities and aspirations 1.2 Research and document a range of models of participation and research methods 1.3 Identify, develop and agree with key people strategies for meeting community priorities
2. Support identified community priorities	2.1 Assess relevance and appropriateness of a range of mechanisms and actions to address community priorities 2.2 Calculate and assess resources required for availability and appropriateness 2.3 Ensure resourcing to meet community priorities is provided 2.4 Support a community advocacy and lobbying approach
3. Evaluate effectiveness of community action	3.1 Evaluate the effectiveness of activities using accepted strategies and mechanisms 3.2 Review progress of strategies with key people and negotiate and implement required changes 3.3 Document outcomes of evaluations and report to key people

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE008 Support community action

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

Supported at least 1 community to identify their rights and represent their own priorities and aspirations through social and public action, including motivating individuals and/or the groups to work cooperatively

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

relevant legislation and public policies

social, community and youth issues

social structures and systems in the community

current social policy and its implementation programs

components of strategic planning

decision-making systems and leadership

community development principles relevant to social action, public processes and assets based approaches

community engagement principles

‘community’ as ideological tool

social movements

social action

service promotion

general and cultural issues relevant to specific client community group

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE009 Develop and support community leadership

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge to design, provide and promote systems that identify and development both potential and existing leaders to build capacity within the community. Leaders may or may not have a formalised leadership role within the community.

This unit applies to workers in both health and community sectors and/ or a community development work context. Workers at this level will be part of a professional team and have the responsibility of supervision of others.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Use a participative approach to identify community leaders	1.1 Identify potential and existing community leaders and leadership structures as recognised and accepted by community 1.2 Engage previous, potential and existing community leaders 1.3 Establish parameters for involvement of community leaders
2. Develop and maintain support mechanisms	2.1 Design a range of support mechanisms to enable the identification of the role, responsibilities, context and accountability of community leadership 2.2 Identify and address factors which might have an impact on the effectiveness of community leadership 2.3 Include resources required to support community leadership development in resource allocations
3. Promote community leadership	3.1 Create and respond to opportunities to routinely promote the importance of community leadership 3.2 Ensure the development of structures, processes and practice reflects the defined role and importance of community leadership
4. Develop leadership skills	4.1 Design and provide learning programs aimed to develop leadership skills 4.2 Implement a range of activities to assist the development of community leadership 4.3 Proactively provide individuals with structured and supported opportunities to experience leadership 4.4 Identify and acknowledge the expertise, skills and contributions of the community to leadership

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE009 Develop and support community leadership

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

identified and responded to at least 3 opportunities to promote leadership within the community

developed and implemented at least 1 learning program or activity aimed to support the development of leadership skills

provided support for leadership structures on at least 3 different occasions

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

relevant legislation and public policies

social, community and youth issues

concepts of effective leadership

structure and nature of the community

cultural awareness, practices and protocol of the community

availability of skills development training

support mechanisms and structures in the range of relevant communities and cultural contexts

instructional design principles and options relating to learning program design and structure

availability and types of different relevant learning resources, learning materials and pre-developed learning activities

methodology relating to developing and documenting new learning activities and related learning materials

different delivery modes and methods

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE011 Implement community development strategies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to work with individuals, groups and the community to identify issues and develop cooperative processes to facilitate change.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and have the responsibility of supervision of others.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work with individuals and groups to identify issues	1.1 Use appropriate interpersonal skills with individuals and groups to ensure that their story is heard and understood and to test that there is common understanding 1.2 Respond to individual and group concerns in a manner which shows respect and a commitment to assist in their resolution 1.3 Proactively provide appropriate referrals to assist in the resolution of issues 1.4 Identify and address barriers to moving private concerns into public action 1.5 Identify individual and community strengths, talents and abilities that can address the community priority
2. Work with groups to establish cooperative processes	2.1 Identify relevant models of work that may address group priorities and strengths 2.2 Identify and establish mechanisms and actions to address group priorities and strengths 2.3 Organise a range of opportunities to facilitate community participation 2.4 Establish common goals and coordinate strategies for a cooperative group process 2.5 Engage key stakeholders in planning, implementing and evaluating strategies for community empowerment and action 2.6 Adhere to organisation’s reporting requirements
3. Support group processes and skills development	3.1 Identify strengths and assets and access available resources to facilitate successful group and community work strategies and activities 3.2 Participate in facilitation of effective group meetings and enhance outcomes 3.3 Support and maintain group processes to facilitate achievement of identified outcomes by the group 3.4 Monitor effectiveness of group processes and provide information to the group to enable improvement and change
4. Reflect on practice	4.1 Reflect on own practice 4.2 Regularly participate in a review mechanism as a commitment to upgrading skills and knowledge 4.3 Work with the group to regularly undertake review mechanisms 4.4 Work with the group to reflect on group practice and processes

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE011 Implement community development strategies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

conducted research and analysis of at least 1 community priority and identified the structures and systems contributing to the concern

engaged collaboratively with at least 1 community group to develop strategies to address their priorities

supported at least 3 activities to facilitate community participation

developed and maintained public processes to address common issues

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

relevant legislation and public policies

community processes and protocols

funding sources and their policies and strategies for encouraging community input and participation

principles and practices of community development work

traditional community development approaches:

needs-based

gap-based

principles and practices of contemporary community development approaches and techniques for mobilisation in relation to:

asset-based (ABCD)

rights-based

representation, lobbying and advocacy

power and conflict management

Principles of networking and the role of partnerships

policies and processes for data collection and analysis

key methods of information dissemination and the benefits of use

general and cultural issues relating to specific client community groups

group processes

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modeling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE014 Facilitate the development of community capacity to manage place making

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to identify, implement and review methods for improving community knowledge and involvement in "place" management practices using partnership building.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and have the responsibility of supervision of others.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Research and display the diversity of issues and factors that describe a place	1.1 Gather and collate demographic data on community 1.2 Identify and document current and future community support and growth impacts 1.3 Identify and document current and future demand on community resources 1.4 Identify community based assets, skills, and resources which can be mobilised to maximise place 1.5 Analyse data to identify the composition, characteristics and planning issues of the local or regional community 1.6 Display information compiled from these activities and communicate to stakeholders to support future recommendations and actions
2. Support community through information, skills and opportunities for involvement in place management	2.1 Identify, research and collate relevant information to assist in the assessment of current community knowledge, skills and opportunities to determine scope of community involvement in a project 2.2 Establish links with community interest groups, government and non-government organisations and agencies and the broader community to scope the community priorities, skill level and partnership opportunities 2.3 Utilise various mechanisms to engage the community in a working partnership with the agency 2.4 Document gaps between community expectations and current place management practices 2.5 Research necessary modifications or improvements to existing place management practices to meet community expectations 2.6 Identify and document new locations and places which require the implementation of place management practices or activities in the community
3. Identify and assess effectiveness of methods to create and increase community awareness of the agency’s role and purpose in managing place	3.1 Collate and analyse data on the effectiveness of various engagement methods in the context of known community data and place planning objectives 3.2 Develop criteria for determining the range and effectiveness of consultative methods and apply to determine relative opportunities for community participation 3.3 Apply specialist knowledge and skills to determine the most suitable methods for the identified community and place 3.4 Identify resources to support community to succeed in plan implementation
4. Develop a place plan	4.1 Identify barriers, supports and additional resources required that may impact plan success 4.2 Develop the plan through participation of the broad community, businesses, other government and non-government agencies and organisations 4.3 Advertise and/or exhibit the plan and incorporate feedback in accordance with agency policies, protocols and procedures 4.4 Present the plan to key decision-makers for endorsement 4.5 Incorporate any amendments from key stakeholders 4.6 Disseminate the plan to relevant agency or departmental personnel who will be involved in implementation 4.7 Return the plan to the community for celebration and acknowledgment of completion
5. Manage and review implementation of place plan	5.1 Develop qualitative and quantitative performance measuring processes to be confirmed by the community 5.2 Through participation of the community, regularly collect, analyse and display qualitative and quantitative data to provide accurate measures of implementation performance and progress 5.3 Use information obtained during performance monitoring, both within and outside of the place, to modify and/or further develop the planned implementation program 5.4 Ensure the community maintains interest and sense of ownership in implementation of plan

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE014 Facilitate the development of community capacity to manage place making

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once:

conducted research to identify priorities, strengths and assets, including information, skills and opportunities for involvement in place management of 1 community

supported 1 community to develop and monitor 1 place plan

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of:

comprehensive, appropriate demographic and cultural resource information

strategies for involving a diverse community in planning and activities

community cultural development philosophy and practice

community networks

council policies, procedures and protocols

planning controls, permissions and constraints

factors that describe a ‘place’

place management principles

asset based community development

community engagement principles

individual character of a place, and a collective vision

multi-disciplinary programs, policies and initiatives relevant to client community groups

partnership capacities to build partnerships between key stakeholders

event coordination and marketing

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCOM001 Provide first point of contact

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCS308B/HLTCOM301C. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to greet clients and exchange routine information, to prioritise the individual’s needs, and to respond to immediate needs.

This unit applies to service delivery in all community services and health contexts. Workers at this level work under supervision with limited responsibility.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Greet and observe people	1.1 Listen to and greet people accessing service in a pleasant, respectful and accepting way 1.2 Respond to distressed people in a relaxed and calm manner and seek assistance as required 1.3 Respond appropriately to diverse people and behaviour in line with organisation requirements 1.4 Discuss any concerns or problems with supervisor
2. Follow organisational procedures to collect routine client information	2.1 Collect and document identifying information in accordance with organisation and confidentiality requirements 2.2 Discuss reasons for contact with the service 2.3 Explain and uphold rights and responsibilities of the client and confirm understanding
3. Identify priority of need	3.1 Identify urgency and nature of need and refer in accordance with organisation guidelines 3.2 Identify and respond to issues of personal safety for self, clients and others in accordance with organisation procedures and scope of own role 3.3 Recognise situations beyond the scope of role and seek assistance
4. Provide service information	4.1 Provide client with current, relevant and culturally appropriate service information 4.2 Assist clients to contact other agencies or services as appropriate to obtain further information 4.3 Ask the client if information needs have been met and provide further assistance if required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCOM001 Provide first point of contact

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCS308B/HLTCOM301C. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

provided information to 3 people presenting with multi-faceted needs

collected and documented identifying information for 3 people accessing the service

used communication and problem solving skills to respond appropriately to the behaviours of each of the following individuals at least once:

a person demonstrating aggressive behaviour

a person who is distressed

a person with a cognitive impairment

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

factors to consider when providing information and service:

cultural background

language spoken

literacy levels

disability

strategies and techniques for dealing with problems and challenging behaviours and situations, including:

aggressive or distressed behaviour

people with a cognitive impairment

assertive communication and conflict avoidance techniques

specific organisation or sector information:

client needs addressed by organisation and the impact of multi-faceted needs on service delivery

role of the organisation

information recording and storage systems

service features

types of information provided

links with other service providers

service transition and exit procedures

legal and ethical considerations:

collection and storage of personal information

privacy, confidentiality and disclosure

duty of care

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources

modelling of industry operating conditions and contingencies, including:

interactions with people and co-workers from a range of diverse backgrounds

interactions with people displaying aggression, distress and cognitive impairment

typical workplace reporting processes

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCOM002 Use communication to build relationships

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge to apply specific communication techniques to establish, build and maintain relationships with clients, colleagues and other stakeholders based on respect and trust.

This unit applies to work across a range of workplace contexts where workers at all levels may communicate with individuals and/or groups both in person and in writing.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Communicate with clients and co-workers	1.1 Identify and use appropriate communication techniques to communicate with clients and colleagues 1.2 Communicate in a manner that demonstrates respect, accepts individual differences and upholds rights 1.3 Represent the organisation appropriately and in accordance with communication policies and protocols 1.4 Provide information to clients and service providers in accordance with communication policies and protocols
2. Address communication needs	2.1 Recognise and support communication needs of clients, colleagues and external networks 2.2 Facilitate access to interpreter and translation services as required 2.3 Identify and address problems and communication barriers 2.4 Defuse conflict or potentially difficult situations with clients and colleagues and refer in accordance with organisational requirements 2.5 Seek and respond to feedback on the effectiveness of communication with clients, colleagues and external networks
3. Facilitate meetings	3.1 Develop an agenda and list of invited participants in consultation with appropriate people 3.2 Communicate details of the meeting to the participants and other stakeholders in accordance with organisation communication protocols 3.3 Contribute to and follow objectives and agendas for meeting 3.4 Provide opportunities to fully explore all relevant issues and provide relevant information 3.5 Use strategies that encourage all members to participate equally, including seeking and acknowledging contributions from all members 3.6 Implement strategies to ensure the specific communication needs of individuals within the meeting are identified and addressed 3.7 Facilitate the resolution of conflict between participants 3.8 Minute or record meeting in accordance with organisation requirements 3.9 Evaluate meeting processes and identify lessons learned or opportunities for improvement

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCOM002 Use communication to build relationships

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

obtained feedback from 3 clients or colleagues on effectiveness of communication and responded appropriately

prepared 3 types of written correspondence in accordance with organisation communication protocols

facilitated resolution of 1 difficult situation with a client, colleague or service provider

facilitated 1 meeting around a workplace issue

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

organisation communication policies and protocols

different communication styles and techniques, and how they impact on interpersonal communication, including:

strategies for effective interpersonal communication

person centred and rights based approaches

cross-cultural communication protocols

non-verbal communication cues

group processes and dynamics

motivational interviewing versus coercive approach

collaboration versus confrontation

communication strategies to:

build and maintain relationships and trust

facilitate workplace meetings

negotiate for optimal outcomes

deliver business presentations

address barriers

solve problems and resolve conflict

types of interpretation and translation services specific to the client group, and how to access them

factors that commonly contribute to the development of communication barriers including high emotions, mistrust or misunderstandings

professional relationship boundaries

digital media and use in community services and health sector, including:

web

email

social media

podcast and videos

tablets and applications

newsletters and broadcasts

intranet

written correspondence protocols and style guides, including letters, emails, minutes, case notes, reports

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including use of real workplace policies and procedures

modelling typical workplace conditions, including:

interactions with clients and co-workers from a range of diverse backgrounds

facilitation of groups of at least 3 people

typical workplace reporting processes

interpreter and translation services where required

use of digital media

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCOM003 Develop workplace communication strategies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. new evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Also refer to CHCCOM004.

Application

This unit describes the skills and knowledge required to develop communication protocols for a team or business unit.

This unit applies to workers responsible for overseeing the communication of organisation-specific information to a range of internal and external stakeholders.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Develop communication strategies	1.1 Identify internal and external information needs 1.2 Identify competing or conflicting interests 1.3 Develop a range of communication strategies to meet organisation needs and goals 1.4 Develop a communication plan
2. Establish communication protocols	2.1 Identify processes for adapting communication strategies to suit a range of contexts 2.2 Develop processes and protocols in line with communication strategies 2.3 Prepare information and resources to support the implementation of communication protocols
3. Promote the use of communication strategies	3.1 Present information to staff regarding communication strategies, protocols and organisation standards 3.2 Model effective oral and written communication and provide mentoring and/or coaching to staff 3.3 Maintain work-related networks and relationships to meet organisation objectives
4. Review communication practices	4.1 Obtain feedback from others to assess communication outcomes 4.2 Record lessons learnt and identify opportunities for continuous improvement

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCOM003 Develop workplace communication strategies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Also refer to CHCCOM004.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed and presented 1 new communication strategy and associated protocols for a business unit or team

developed and implemented 1 strategy for using digital media to provide information and promote organisation to clients

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

political, economic, social and technological factors

competitors

stakeholders

organisational business and strategic plans

SWOT analysis (strengths, weaknesses, opportunities and threats)

legal and ethical considerations relating to communication:

privacy, confidentiality and disclosure

discrimination

duty of care

mandatory reporting

informed consent

organisation communication channels, including:

special communication needs of personnel

organisation processes and hierarchy

official communication channels

existing organisation protocols and etiquette for communication

possible communication barriers, restraints, difficulties

a range of different communication strategies and plans including crisis communication plans

financial implications including budgeting and return on investment

mentoring and coaching principles and practices

traditional media

digital media including types, etiquette and marketing

evaluation processes

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including use of real workplace policies and procedures

modelling typical workplace conditions, including:

interactions with clients and co-workers from a range of diverse backgrounds

presentations to groups of at least 3 people

typical workplace reporting processes

use of presentation media

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCOM005 Communicate and work in health or community services

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCS411C and HLTHIR301C. Significant changes to performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to communicate effectively with clients, colleagues, management and other industry providers.

This unit applies to a range of health and community service contexts where workers may communicate face-to-face, in writing or using digital media and work with limited responsibility under direct or indirect supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Communicate effectively with people	1.1 Use verbal and non-verbal communication to enhance understanding and demonstrate respect 1.2 Communicate service information in a manner that is clear and easily understood 1.3 Confirm the person’s understanding 1.4 Listen to requests, clarify meaning and respond appropriately 1.5 Exchange information clearly in a timely manner and within confidentiality procedures
2. Collaborate with colleagues	2.1 Listen to, clarify and agree timeframes for carrying out workplace instructions 2.2 Identify lines of communication between organisation and other services 2.3 Use industry terminology correctly in verbal, written and digital communications 2.4 Follow communication protocols that apply to interactions with different people and lines of authority
3. Address constraints to communication	3.1 Identify early signs of potentially complicated or difficult situations and report according to organisation procedures 3.2 Identify actual constraints to effective communication and resolve using appropriate communication strategies and techniques 3.3 Use communication skills to avoid, defuse and resolve conflict situations
4. Report problems to supervisor	4.1 Comply with legal and ethical responsibilities and discuss difficulties with supervisor 4.2 Refer any breach or non adherence to standard procedures or adverse event to appropriate people 4.3 Refer issues impacting on achievement of employee, employer and/or client rights and responsibilities 4.4 Refer unresolved conflict situations to supervisor
5. Complete workplace correspondence and documentation	5.1 Complete documentation according to legal requirement and organisation procedures 5.2 Read workplace documents relating to role and clarify understanding with supervisor 5.3 Complete written and electronic workplace documents to organisation standards 5.4 Follow organisation communication policies and procedures for using digital media 5.5 Use clear, accurate and objective language when documenting events
6. Contribute to continuous improvement	6.1 Contribute to identifying and voicing improvements in work practices 6.2 Promote and model changes to improved work practices and procedures in accordance with organisation requirements 6.3 Seek feedback and advice from appropriate people on areas for skill and knowledge development 6.4 Consult with manager regarding options for accessing skill development opportunities and initiate action

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCOM005 Communicate and work in health or community services

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCOM201C/ CHCCS411C/ CHCNET301D/ HLTHIR301C. Significant changes to performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

demonstrated effective communication skills in 3 different work situations

clarified workplace instructions and negotiated timeframes with 2 colleagues

responded appropriately to 3 different situations where communication constraints were present

completed 2 written or electronic workplace documents to organisation standards

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations in relation to communication:

privacy, confidentiality and disclosure

discrimination

duty of care

mandatory reporting

translation

informed consent

work role boundaries – responsibilities and limitations

child protection across all health and community services contexts, including duty of care when child is not the client, indicators of risk and adult disclosure

sources of information and the application of legal and ethical aspects of health and community services work

ethical decision making and conflicts of interest

principles of effective communication, including models, modes and types

communication techniques:

open ended questions, affirmations, reflections and summaries

difference between motivational interviewing and coercive approach

difference between collaboration and confrontation

influences on communication:

language

culture

religion

emotional state

disability

health

age

potential constraints to effective communication in health and community service contexts

health and community services industry terminology relating to role and service provision

importance of grammar, speed and pronunciation for verbal communication

when and how to use and recognise non-verbal communication

structure, function and interrelationships between different parts of the health and community service system

organisation structure and different models to support optimum client service:

principles underpinning person-centred service delivery

principles of rights-based service delivery

different roles and responsibilities of team

characteristics of multi-disciplinary teams and how they are used

relationships between different members of the health and community services workforces

role of support services

links and interrelationships with other services

funding environment

digital media and use in community services and health sector, including:

web

email

social media

podcast and videos

tablets and applications

newsletters and broadcasts

intranet

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCOM006 Establish and manage client relationships

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Typographical error updated. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge to establish and manage professional one-to-one relationships with clients in the context of providing an ongoing health service or intervention.

This unit applies to community services or health workers who have defined responsibilities to work independently with clients within broad but established guidelines.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Establish professional relationship with the client	1.1 Establish relationship within appropriate professional boundaries 1.2 Build trust and respect through use of effective communication techniques 1.3 Identify and respond to client special needs 1.4 Communicate in ways that take account of cultural considerations 1.5 Exercise discretion and confidentiality
2. Manage client interactions	2.1 Use a collaborative and person centred approach when working with clients 2.2 Use motivational interviewing as a basis for client interactions 2.3 Seek client information respectfully and sensitively, using purposeful, systematic and diplomatic questions 2.4 Support the client to identify and articulate key information that supports the provision of service 2.5 Encourage clients to voice queries or concerns and address these appropriately 2.6 Respond to difficult or challenging behaviour using established techniques 2.7 Maintain professional integrity and boundaries at all times 2.8 Work within scope of role and identify and respond to situations where interactions suggest the need for client referral
3. Provide effective responses to client enquiries	3.1 Select the most appropriate mode of communication for the information being provided 3.2 Use language and terminology that the client will understand 3.3Present information clearly and with sufficient detail to meet client needs 3.4 Confirm with client that the information has been understood and address any unresolved issues

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCOM006 Establish and manage client relationships

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Typographical error updated. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

established and managed client relationships and boundaries appropriately during the provision of services to 3 clients

developed responses to 3 different situations involving difficult or challenging behaviour

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for establishing and managing client relationships and how these are applied:

privacy, confidentiality and disclosure

human rights

work role boundaries including:

responsibilities and limitations

appropriate sexual, physical and emotional boundaries

use of enquiry only as appropriate and necessary

awareness of potential client transference

staying within area of expertise

modes and techniques for effective communication, including:

active listening, questioning, clarifying, advising

empathy, trust and respect

appropriate verbal and non-verbal communication

use of communication aids

tone and presentation

role of motivational interviewing during client interactions to facilitate:

client support

case taking

negotiation with client

education of client

information giving

techniques for motivational interviewing:

attending skills, use of body language

paraphrasing

reflecting feelings

open and closed questioning or probing

summarising

reframing

exploring options

normalising statements

barriers and influences on communication and ways to respond:

language

culture

religion

emotional state

disability

health

age

presence of children and/or spouse

techniques for dealing with difficult communication situations:

managing emotions

defusing anger

clarifying the issues

maintaining composure and professional attitude

providing support

seeking assistance

types of information that may be provided to clients as relevant:

appointment details, directions

costs and payment options

client options, service information, referral details

general health and self care information

service provider credentials or information

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSL001 Establish and confirm the counselling relationship

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Additional assessor requirements. Supersedes CHCCSL501A

Application

This unit describes the skills and knowledge required to use a structured approach to counselling to determine, establish and confirm the nature of the counsellor client relationship according to the agency’s counselling model.

This unit applies to individuals whose job role involves working with clients on personal and psychological issues within established policies, procedures and guidelines.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Use a structured approach to counselling	1.1 Analyse existing client information prior to commencement of counselling session 1.2 Use initial session to gather additional client information as a foundation for counselling process 1.3 Select and use communication techniques that support the initial counselling session objectives 1.4 Follow a structured approach to counselling based on client needs and expectations
2. Establish the nature of the helping relationship	2.1 Provide information that assists clients to understand the nature of the counselling service on offer 2.2 Clarify, confirm or modify client expectations of the counselling service 2.3 Identify client anxieties about the counselling process and explore with clients 2.4 Acknowledge and show respect for client’s immediate concerns 2.5 Clarify both expectations and commitment to the counselling relationship and confirm with clients 2.6 Identify indicators of client issues beyond scope of own role and report or refer according to presenting issue and organisation requirements
3. Confirm the helping relationship	3.1 Explore options and approaches for the relationship with clients according to individual need 3.2 Agree priorities and develop a plan for counselling in collaboration with the client 3.3 Make documented agreement with the client that addresses disclosure and organisation requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSL001 Establish and confirm the counselling relationship

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Additional assessor requirements. Supersedes CHCCSL501A

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

conducted an initial session with at least 3 different clients presenting with different issues, to establish, confirm and document the nature of the helping relationship, including:

followed the structure and process of a counselling interview

developed counselling plans that include required:

safety or reporting issues

recording of clients own identified priorities

observations of client requirements

involvement of other agencies/referral information

special needs information

goals

evaluation strategies

used communication techniques, including:

effective use of body language

paraphrasing

reflecting feelings

open and closed questioning or probing

summarising

reframing.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for the initial stages of counselling, and how these are applied in individual practice:

codes of conduct/practice

contract requirements, formats for contracts and key information for inclusion in a counselling contract

discrimination

duty of care

human rights

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

rights and responsibilities of workers, employers and clients

work role boundaries – responsibilities and limitations of the counsellor role

work health and safety

the counselling process, including:

what clients have a right to expect

principles of person-centred practice

purpose of counselling

how counselling has evolved as a helping relationship

place of counselling within the helping services

scope and nature of the counselling relationship, including professional limitations

impact of own values on the counselling relationship

counselling planning, its scope, and techniques for creating a counselling plan, including requirements for:

safety or reporting issues

recording of clients own identified priorities

observations of client requirements

involvement of other agencies/referral information

special needs information

goals

evaluation strategies

communication techniques, including:

effective use of body language

paraphrasing

reflecting feelings

open and closed questioning or probing

summarising

reframing

types of issues with which clients may present, the extent to which these fall within the counselling scope of practice, and options for referral, including for:

alcohol and other drugs

domestic and family violence

financial difficulty

homelessness

mental illness

problem gambling.

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including template documentation for counselling agreements

modelling of industry operating conditions, including scenarios that involve complex interactions with real people in face-to-face situations where candidate and client are physically present in the same room.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must have 2 years experience working in a counselling role and hold a qualification in counselling or related field that involves counselling, at Diploma level or higher (or equivalent qualification).

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSL003 Facilitate the counselling relationship and process

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Additional assessor requirements. Supersedes CHCCSL503B

Application

This unit describes the skills and knowledge to support clients to identify and work though concerns, and to manage the overall counselling process to its conclusion.

This unit applies to individuals whose job role involves working with clients on personal and psychological issues within established policies, procedures and guidelines.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Support clients to identify concerns	1.1 Follow the client’s story and stay with their perspective to assist the client to feel comfortable and express their concerns freely 1.2 Explore the client’s presenting issues and establish their nature and depth, giving attention to the possibility of underlying issues 1.3 Identify and promptly deal with situations requiring immediate action 1.4 Support clients to identify their primary concerns in relation to the presenting issues and to prioritise concerns on which to work 1.5 Recognise indicators of client issues requiring referral and report or refer appropriately in line with organisation requirements
2. Support clients to work through concerns	2.1 Identify and work with uncertainty and ambivalence of clients 2.2 Support clients to experience and process difficulties 2.3 Draw attention to, and discuss parallels and links in client’s experience as appropriate 2.4 Identify and implement interventions that have meaning for the client’s immediate situation and that are most likely to facilitate client understanding and actions 2.5 Support client to identify and use known and previously unknown strengths 2.6 Explore perceptions of client’s feelings by reflecting back, clarification and review 2.7 Assist clients to become aware of underlying issues where appropriate and begin to identify ways of dealing with them 2.8 Acknowledge and work with changes in client’s life as appropriate
3. Monitor the counselling process	3.1 Monitor and review the counselling process with clients to ensure it remains of value 3.2 Proactively identify and work on threats and disruptions to the counselling process with clients 3.3 Review and compare own and client’s perceptions of the process and provide suggestions and advice in response 3.4 Address any tension between client’s hopes and expectations and the reality of resource limitations 3.5 Facilitate change at a pace the client can tolerate and assimilate 3.6 Recognise and assess the appropriateness of ending the current counselling 3.7 Acknowledge, value and work with individual uncertainty in the counselling relationship 3.8 Apply ethical codes of conduct in addressing counselling dilemmas
4. Bring the counselling process to an end	4.1 Enable client to identify when the process is approaching its conclusion 4.2 Enable client to identify, acknowledge and evaluate what is and is not changing, both in the counselling process and in their situation and understanding 4.3 Use the ending process to enable client to understand the nature and impact of earlier issues 4.4 Use boundaries of the counselling relationship to assist the ending process 4.5 Plan, structure and contract endings appropriately with client 4.6 Support client’s sense of autonomy during the ending process 4.7 Inform clients about any opportunities for further support 4.8 Identify unresolved issues and discuss further work if appropriate 4.9 Complete documentation and reporting according to organisation requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSL003 Facilitate the counselling relationship and process

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Additional assessor requirements. Supersedes CHCCSL503B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

facilitated the counselling process for at least 3 different clients with varying presenting issues, in at least 3 sessions per client

facilitated client sessions using all aspects of the counselling process:

identifying concerns

working through concerns

monitoring the counselling relationship

followed processes to bring the counselling process to an end on at least 2 occasions.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for the counselling relationship, and how these are applied in individual practice:

codes of conduct/practice

discrimination

duty of care

human rights

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

rights and responsibilities of workers, employers and clients

work role boundaries – responsibilities and limitations

work health and safety

different agency and organisation models of counselling and intervention

the counselling process, including:

what clients have a right to expect

principles of person-centred practice

purpose of counselling

how counselling has evolved as a helping relationship

place of counselling within the helping services

scope and nature of the counselling relationship, including professional limitations

impact of own values on the counselling relationship

obstacles to the counselling process, including:

psychological

physical

economic

indicators of needs requiring referral, and referral options

structure of key stages of a counselling session, and techniques for managing each stage, including:

introduction and establishment of relationship

body (getting the client’s story)

issues identification and exploration

options and plan for change

session closure

self-awareness including:

role within the organisation

limits of competence and responsibility

personal strengths and limitations

individual needs for support and supervision

impact of own values and beliefs on capacity to be non-judgemental.

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including client information

modelling of industry operating conditions, including:

scenarios that involve complex interactions with real people in face-to-face situations where candidate and client are physically present in the same room

scenarios that involve problem solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must have 2 years experience working in a counselling role and hold a qualification in counselling or related field that involves counselling, at Diploma level or higher (or equivalent qualification).

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSL007 Support counselling clients in decision-making processes

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Additional assessor requirements. Supersedes CHCCSL507B

Application

This unit describes the skills and knowledge required to assist clients to clarify their goals, explore options and develop a course of action.

This unit applies to individuals whose job role involves working with clients on personal and psychological issues, within established policies, procedures and guidelines.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assist clients to clarify goals and requirements	1.1 Explain clearly to clients the policy on record-keeping and confidentiality 1.2 Encourage clients to identify and explore their aims, requirements and ideas 1.3 Assist clients to identify practical goals and requirements for these, and discuss with clients how goals might be modified based on client strengths 1.4 Identify situations where aims and requirements of clients cannot be met, and make referrals to alternative sources of guidance and support
2. Explore options with clients	2.1 Identify collaboratively potential courses of action for meeting individual aims and requirements 2.2 Identify and explore factors which could influence the preference for, and ability to achieve, a course of action 2.3 Determine and explore features and likely consequences of possible courses of action 2.4 Check client’s understanding of what is likely to be involved in each possible course of action
3. Support client to reach decisions	3.1 Assist clients to assess possible advantages and disadvantages of each possible course of action, and their appropriateness for meeting client requirements 3.2 Encourage clients to decide on a course of action and to consider alternatives which could be used, if necessary 3.3 Document decisions and agreed ongoing support within organisation guidelines

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSL007 Support counselling clients in decision-making processes

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Additional assessor requirements. Supersedes CHCCSL507B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked collaboratively to provide decision-making and action planning support to at least 3 clients

demonstrated skills in working with 3 different decision-making models for the following:

identifying and exploring options

counselling process and methods

problem solving

action planning

documenting decisions.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for counselling, and how these are applied in individual practice:

codes of conduct/practice

discrimination

duty of care

human rights

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

rights and responsibilities of workers, employers and clients

work role boundaries – responsibilities and limitations

work health and safety

different agency and organisation models of counselling and intervention

types of goals that may be set for different circumstances

key concepts, principles and practices of 3 different decision-making models

obstacles to decision making and planning in the counselling context

problem solving and action planning techniques in the counselling context

referral options.

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including client information

modelling of industry operating conditions, including:

scenarios that involve complex interactions with real people in face-to-face situations where candidate and client are physically present in the same room

scenarios that involve problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must have 2 years experience working in a counselling role and hold a qualification in counselling or related field that involves counselling, at Diploma level or higher (or equivalent qualification).

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSM002 Implement case management practice

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Removal of Duplicate performance criteria. Equivalent outcome
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to develop and implement an action plan for complex case management based on existing goal directed plans that address predetermined needs.

Workers at this level will demonstrate autonomy, well-developed judgement, adaptability and responsibility and are typically already experienced in working intensively with clients requiring support.

This unit applies to work in a range of health and community service sector contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Initiate complex case management process	1.1 Confirm eligibility of client for case management and match their profile against service eligibility criteria 1.2 Inform the client of all rights and responsibilities and obtain client’s consent to involvement in case management 1.3 Collect information about the client, maintain confidentiality and privacy and minimise any duplication 1.4 Work with the client to confirm and prioritise needs and to pursue relevant, achievable and time-framed goals 1.5 Recognise and respect the client's right to self-determination within legal parameters 1.6 Identify social, economic, housing, personal and family factors that may influence the client's health, well being and level of independence 1.7 Discuss the case management process with the client, the complaint and appeal processes and the service criteria for exit 1.8 Ascertain specific cultural needs of the client to provide appropriate services and support for their development 1.9 Estimate the level of case management support required to implement the client's plan and discuss with all relevant parties
2. Identify and consider possible solutions to complex issues	2.1 Identify complex legal and ethical issues and questions about aspects of case management and resolve in line with organisation guidelines and regulatory requirements or seek appropriate resources 2.2 Identify complex issues relating to funding of service provision and administer resources within relevant regulatory framework 2.3 Ensure ethical standards are addressed to protect the autonomy, dignity, privacy and rights of the client 2.4 Advocate for client-centred solutions to complex identified needs at service delivery and policy-making levels 2.5 Collaborate with colleagues, professionals and between services as needed to meet client's needs, achieve goals and to optimise outcomes 2.6 Maintain up-to-date knowledge of, and links with, available resources and services within the community
3. Develop plan of action to address identified priorities	3.1 Use client identified goals and needs assessment to develop and agree on a plan of action 3.2 Support and develop the client's ability to independently access alternative resources to address needs 3.3 Conduct research to establish an informed plan of action 3.4 Evaluate any barriers that may restrict the client's ability to meet identified goals and determine strategies to minimise their impact 3.5 Plan actions that are within client's financial resources 3.6 Convene and/or participate in case conferences with services providers and/or family, carers, natural supports and relevant others 3.7 Seek and obtain the client's consent to undertake any referrals to other services and/or organisations 3.8 Provide the client with timely information about available service options and support them to make informed decisions and exercise choice in all stages of the case management process 3.9 Document the client's goals and determine how effectiveness of interventions will be measured and evaluated
4. Monitor service provision and coordination	4.1 Communicate with service providers to discuss the case management plan, identify problems and adjust as necessary 4.2 Advocate for service system improvements and identify and communicate gaps and/or inadequate services to program managers 4.3 Make adjustments to services, supports and resources according to client's needs and financial parameters 4.4 Document and report to relevant organisation or funding body the implications from any variations to expected plan
5. Evaluate client outcomes	5.1 Undertake periodic reassessment and evaluation of outcomes against expected outcome 5.2 Obtain information from clients, service providers, funding bodies and case managers to determine progress and evaluate against identified goals in the plan 5.3 Evaluate the effectiveness of plan adjustments to address client's ongoing situation and changing needs 5.4 Evaluate the effectiveness of case management processes and service delivery, including client satisfaction and costs against benefits 5.5 Work with the client to evaluate ongoing support needs to meet their goals, including review of parameters for disengagement 5.6 Evaluate financial outcomes of adjustments to plan 5.7 Identify opportunities for the client to maintain or develop independence from any aspect of the plan 5.8 Document and report client outcomes and satisfaction in accordance with organisation requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSM002 Implement case management practice

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Removal of Duplicate performance criteria. Equivalent outcome
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

implemented case management practice for 3 complex cases involving people with a diverse range of issues, goals and barriers

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

case management practice and approaches, including:

client-centred

evidence-based

holistic

inclusive

strength-based

case management models and practices literature and current literature in area of practice

current national standards for practice of case management

wide range of services and resources available to clients

components of service delivery system

funding processes and bodies related to provision of relevant services and resources

characteristics and needs of identified client population

nature and significance of service setting

legal and ethical considerations relevant to case management and how these are applied in organisations and individual practice:

professional standards

code of ethics

duty of care

voluntary assumption of risk

informed consent

privacy, confidentiality and disclosure

mandatory reporting

documentation requirements and practices

complex case management processes, including:

complexity of client circumstances or needs

complex range of issues involved in addressing client needs

involvement of multiple service providers

longevity of case management process

family relationship problems

1 or more of the following issues; social, economic, housing and health

complex client needs, including:

needs requiring multiple service types with heightened needs for collaboration between service providers

a range of needs that may not be met by currently available services and resources

family and/or carer needs that require additional services

unstable health conditions

housing and/or financial problems

alcohol and/or drug use

barriers that may restrict client's ability to meet identified goals, including:

physical, mental or emotional issues or events

legal or regulatory constraints

incidents or accidents

cultural issues

service provider issues

eligibility criteria

housing

financial problems

alcohol and/or drug use

health

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including individualised case management plans

modelling of industry operating conditions, including:

scenarios that reflect standard operating conditions and contingencies

links to other local service agencies or organisations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSM005 Develop, facilitate and review all aspects of case management

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to undertake case management meetings to plan, monitor and review service provision.

Workers at this level work autonomously and are responsible for own outputs within organisation guidelines.

This unit applies to work in a range of health and community services contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1.Determine appropriate response to case management in accordance with organisation and legislative requirements	1.1 Develop and utilise case management processes in accordance with statutory requirements 1.2 Implement appropriate processes to enable the client to set goals and participate in case management processes 1.3 Integrate appropriate cultural considerations into all aspects of case management planning 1.4 Provide information on rights of appeal and avenues of complaint so the client understands rights and responsibilities
2. Conduct case management meetings	2.1 Facilitate information sharing with the client and establish an appropriate rapport 2.2 Identify and agree client and worker roles, responsibilities, boundaries and processes of service delivery 2.3 Determine and agree organisation, family and community needs, responsibilities and rights
3. Develop an appropriate case management plan	3.1 Collaborate with the client to identify strengths, abilities and goals and develop an agreed approach to case management 3.2 Develop a case management plan to reflect initial assessment of needs 3.3 Work with the client to identify the full range of immediate, short and long term needs of the client and other relevant parties 3.4 Establish and agree on processes to monitor and change case plan 3.5 Identify strategies to deal with complex or high risk situations 3.6 Match requirements of case plan to experience, workload and geographical location of worker or service provider 3.7 Assist clients to set and achieve realistic targets for change or action and to take personal responsibility
4. Monitor and review case work activities and processes	4.1 Implement strategies to regularly monitor the effectiveness of case management processes against agreed goals, service provision and client and stakeholder satisfaction 4.2 Assess the need for changes in case plan and develop strategies for appropriate alternatives and/or ongoing interventions 4.3 Negotiate with relevant parties any proposed changes arising from case review 4.4 Document all case work interventions in compliance with evidence based practice and confidentiality requirements 4.5 Implement case closure in accordance with organisation procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSM005 Develop, facilitate and review all aspects of case management

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

developed, facilitated and reviewed all aspects of case management for 3 clients

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

evidence based practice requirements

approaches to service delivery, including:

strength-based

rights-based

person-centred

needs-based

contemporary behaviour change models, practices and interventions

privacy and confidentiality

formal meeting processes

relevant organisation and regulatory standards, policy, procedures, legislation and statutory mandates

risks and responsibilities relating to duty of care for:

child protection

domestic violence

suicide

elder abuse

disabilities

considerations, protocols, history and special needs of diverse client populations, including:

culturally and linguistically diverse (CALD)

Aboriginal and/or Torres Strait Islander people

people with disability

lesbian, gay, bi-sexual, transgender, intersex (LGBTI)

people experiencing or at risk of homelessness

older people

children and young people

family structure, dynamics, communication and decision-making

relevant documentation protocols

monitoring and review processes

range of available services

rights, roles and responsibilities of people within the decision making process

the impact of values systems of worker, client and key stakeholder on outcomes

ways of addressing experience, skills values and development of participants

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including individualised case plans

modelling of industry operating conditions, including:

scenarios that reflect standard operating conditions and contingencies

links to other local service agencies or organisations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCSM006 Provide case management supervision

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCM605 CHCCM504 Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge to take a leadership role in the delivery of quality case management. This includes disseminating information and providing advice on practice issues relating to case management within the organisation.

Workers at this level work autonomously and are responsible for own outputs within broad but defined organisation guidelines.

This unit applies to work in a range of health and community services contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Develop and promote practice standards	1.1 Develop standards of practice and promote to workers 1.2 Identify strategies for continuous improvement which relate to case management practice and integrate into work systems 1.3 Implement appropriate training and development strategies to maintain currency with accepted best practice and relevant legislation 1.4 Work collaboratively with workers to develop individual reflective and ethical practice strategies
2. Support and lead colleagues in case management practice	2.1 Provide support, practice advice and direction consistent with organisation service and professional standards 2.2 Challenge and support worker to ensure casework plans and actions are up to date, evidence based and in line with organisation procedures and legislative requirements 2.3 Implement strategies to provide workers with access to casework consultation with other workers to maximise their effectiveness 2.4 Implement strategies to provide workers with access to, and consultation with, culturally specific workers 2.5 Access and apply specialist practice knowledge in the workplace and provide supervision to workers around the achievement of case work objectives 2.6 Advise worker on the full range of legislative provisions relevant to case management, and worker and organisation responsibilities
3. Provide practice advice on complex cases	3.1 Analyse and assess case management plans and provide feedback and advice in relation to options for implementation and further development 3.2 Advise workers on organisation processes to collect information from key stakeholders that contributes to continuous improvement 3.3 Update workers on changes to legislation, policy and organisation procedures 3.4 Routinely monitor progress on case plans and recommend changes, as required, to improve outcomes and quality of service delivery 3.5 Implement stakeholder consultation strategies for specialist information and options for future action 3.6 Escalate and refer client issues beyond role in accordance with organisation requirements
4. Reflect and improve on own supervision provision	4.1 Evaluate own supervision in consultation with peers and senior colleagues 4.2 Identify areas for improvement and opportunities for development 4.3 Escalate and refer supervision issues beyond role in accordance with organisation and role requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCSM006 Provide case management supervision

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCM605 CHCCM504 Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

led and advised at least 2 case workers on a complex case, including

providing direction, support, recommendations and advice

promoting best practice

monitoring case progress

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations relevant to case management supervision and how these are applied in organisations and individual practice:

duty of care

mandatory reporting

privacy, confidentiality and disclosure

complaints

codes of practice and ethics

theory and practice of case management and supervision

practice model of supervision

own value base and belief system

cultural competence

culturally specific workers and how to access

responsibilities and responses to client risks

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including individualised case plans

modelling of industry operating conditions, including:

scenarios that reflect standard operating conditions and contingencies

links to other local service agencies or organisations

interactions with case workers

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDFV001 Recognise and respond appropriately to domestic and family violence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCDFV301A/CHCDFV403C. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the knowledge and skills required to identify and respond to the needs of clients who may be experiencing domestic and family violence, including responding to immediate intervention and support needs.

This unit applies to health and community service workers providing services according to established organisation procedures. These workers may not be specialised family violence workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Adopt work practices that support interactions with those affected by domestic and family violence	1.1 Adopt work practices that reflect the values and philosophies of domestic violence work 1.2 Plan work practices and access environments that support client and worker safety 1.3 Identify and participate in support processes for workers exposed to domestic and family violence 1.4 Apply organisation standards and procedures and comply with legislative and statutory requirements
2. Identify client needs	2.1 Explain rights and responsibilities of client and worker and promote throughout client contact 2.2 Use interpersonal skills that develop rapport and promote confidence, and full, accurate and relevant exchange of information 2.3 Show sensitivity to client’s specific needs and any cultural, family and individual differences 2.4 Assess information for complexity, urgency and eligibility so that priorities for service delivery and safety can be identified 2.5 Identify and respond to any indications of risk or threats to safety
3. Respond to client needs	3.1 Identify worker and workplace limitations in addressing and assessing client needs and make referrals or seek assistance from appropriate persons 3.2 Prioritise the physical and emotional safety of clients, their family and workers in developing responses 3.3 Negotiate and agree strategies for intervention with the client before commencing work 3.4 Provide client with information about available services for meeting their needs 3.5 Complete accurate and comprehensive records, reports and referral information according to organisation requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDFV001 Recognise and respond appropriately to domestic and family violence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCDFV301A/CHCDFV403C. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

identified and responded to the needs of at least 3 clients affected by domestic and family violence, according to legal and ethical requirements

used the following interpersonal skills with clients:

questioning

active listening

rapport building.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for workers interacting with clients affected by domestic and family violence , and how these are applied in organisations and individual practice:

children in the workplace

codes of conduct

discrimination

duty of care

human rights

mandatory reporting

privacy, confidentiality and disclosure

records management

rights and responsibilities of:

workers and employers

individuals, families, the community and society to minimise or prevent domestic violence

work role boundaries – responsibilities and limitations

work health and safety

domestic violence and its context, including:

social, historical, political and economic context of domestic violence, including types and nature of domestic violence, power and gender issues, child abuse and associated criminal issues

prevalence of myths, unhelpful beliefs, attitudes and practices in the broader society regarding domestic violence and their effects on individuals’ rights to safety and autonomy

underpinning values and philosophies in responding to domestic and family violence, including:

safety and well-being of those subjected to domestic violence must be the first priority of any response

all individuals have the right to be free from violence

community has a responsibility to work toward the prevention of domestic violence and to demonstrate the unacceptability of all forms of domestic violence

all forms of domestic violence are unacceptable in any group, culture or creed

those who use violence should take responsibility for their behaviour and have access to programs to assist them change their behaviour to ensure the safety of their family

commitment to meeting the needs and upholding the rights of clients

commitment to empowering those affected by domestic violence

domestic violence is widespread and complex

domestic violence impacts on the physical, emotional, social, and financial well-being and safety of individuals in families

domestic violence and abuse has devastating effects on family members and results in significant social and economic costs to the community

the differences between responding to clients in a crisis situation and those requiring long term support

immediate needs for assessment, including:

safety and physical and emotional security

safety plans

legal or medical information and support

accommodation/transportation

safety and welfare of any children whether with client or not

organisation procedures, practices and standards for:

client assessment

allocation of services

case management

interviewing

use of resources

programmed intervention

referral

groups represented within the local community (cultural, religious, language, sexual identity, age and disability) and an understanding of the issues that arise when working with those groups

referral sources and associated protocols

own values and attitudes and their potential impact on clients.

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve interactions with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDFV002 Provide support to children affected by domestic and family violence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV408C

Application

This unit describes the knowledge and skills required to provide support and information to children and young people living in a home where domestic and family violence occurs. It requires an awareness of the potential effects of domestic and family violence on behaviour and development.

This unit applies to health and community service workers providing services according to established organisation procedures. These workers may not be specialised family violence workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish confidence and rapport with children	1.1 Use interpersonal skills to establish rapport and develop a trusting relationship with the child/young person 1.2 Encourage children and young people to communicate their feelings, experiences and fear 1.3 Show sensitivity to cultural, family, individual differences and any specific needs 1.4 Conduct interactions with children/young people in a welcoming environment and atmosphere that could be considered safe by children/young people 1.5 Make children and/or young people aware of their rights, service and support options 1.6 Apply organisation standards and procedures and comply with legislative and statutory requirements
2. Explore issues and develop plans	2.1 Use interpersonal skills to ensure the needs of children/young people are accurately identified 2.2 Analyse and immediately respond to any indications of risk or threats to safety according to organisation standards and procedures and legislative and statutory requirements 2.3 Identify own limitations in assessing and addressing the child/young person’s needs and, where appropriate, seek assistance from appropriate persons 2.4 Ensure all relevant information is collected and assessed for complexity, urgency and safety, to identify priorities for service delivery 2.5 Develop and document support plans with each child/young person that take into account their needs or wishes, and, where appropriate, the wishes of their care-giver
3. Provide support, advocacy and information	3.1 Use strategies that account for children’s age, developmental level and their physical and emotional safety 3.2 Provide services and referrals to support key relationships for the child/young person 3.3 Put in place mechanisms that support appropriate parenting 3.4 Provide support services and information to the family according to individual needs 3.5 Provide short term follow up to the child/young person to help maintain their safety and to address any further needs 3.6 Advocate, where appropriate, for the child/young person’s needs and rights to safety in interactions with the care-giver 3.7 Complete record-keeping and reporting in accordance with organisation standards and procedures and legislative and statutory requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDFV002 Provide support to children affected by domestic and family violence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV408C

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

provided support to at least 3 children affected by domestic and family violence according to legal and ethical requirements using a process of:

establishing a relationship with the child

exploring issues and concerns

developing a support plan

providing ongoing support and information

identified and responded appropriately to 3 different situations where there are immediate safety concerns

used age-appropriate interpersonal and communication skills when interacting with children, including:

questioning

active listening

rapport building

storytelling

used age-appropriate resources and techniques, including:

information resources

physical resources

activities.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for working with children affected by domestic and family violence, and how these are applied in organisations and individual practice:

codes of conduct

duty of care

human rights

mandatory reporting

privacy, confidentiality and disclosure

records management

rights and responsibilities of:

workers and employers

individuals, families, the community and society to minimise or prevent domestic violence

specific legislation that applies, including:

child protection

work role boundaries – responsibilities and limitations

work health and safety

potential effects of witnessing/experiencing domestic violence on children and young people including the effects on their overall development

age and developmentally appropriate resources and strategies

development and language levels of children at different stages/ages

the links between domestic violence and other forms of child abuse such as sexual abuse, physical abuse, psychological abuse and neglect

services available for children/young people and their families

organisation procedures, practices and standards for:

client assessment

allocation of services

case management

interviewing

use of resources

programmed intervention

referral

factors related to domestic violence victimisation that impact upon the care-giver’s ability to parent effectively

groups represented within the local community (cultural, religious, language, sexual identity, age and disability) and an understanding of the issues that arise when working with those groups

referral sources and associated protocols

own values and attitudes and their potential impact on clients.

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve interactions with children.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDFV003 Promote community awareness of domestic and family violence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV404C

Application

This unit describes the knowledge and skills required to identify gaps in existing information, services and resources and to promote community awareness of domestic and family violence issues to support prevention.

This unit applies to workers in a range of community service contexts. These workers may not be specialised family violence workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify information, resource and service requirements	1.1 Identify and review domestic violence information, resources and services available in the community 1.2 Review relevance of existing community activities and materials based on changing community needs and organisation philosophy 1.3 Identify gaps and inadequacies in existing information, resources and services 1.4 Complete research to ensure that information reflects the underpinning values and philosophies of domestic violence including a domestic violence prevention focus
2. Support community participation	2.1 Support community participation in activities that promote and prevent domestic and family violence 2.2 Use interpersonal and networking skills to enlist support from key people and groups influencing community values 2.3 Provide opportunities for key people and groups to participate in designing and evaluating programs, policies and strategies to address changing needs 2.4 Undertake collaborative planning to develop and document policies and strategies that address identified community needs
3. Promote domestic violence awareness	3.1 Identify and use opportunities to formally and informally communicate and promote awareness of domestic violence 3.2 Promote service delivery and activities in a way that facilitates understanding and gains support 3.3 Implement strategies to address identified gaps and inadequacies in information, resources and services 3.4 Identify opportunities for community education, and clarify and evaluate with key people and groups 3.5 Evaluate and discuss community activities with key people and groups to determine future directions

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDFV003 Promote community awareness of domestic and family violence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV404C

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

developed at least 1 program to promote community awareness of domestic and family violence including using communication methods suited to the specific community:

identified and documented specific needs

collaborated with at least 3 internal/external colleagues and community members

created a project plan that provides details of:

scope

timelines and responsibilities

resource requirements

communication requirements.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for domestic and family violence, and how these are applied in organisations and individual practice:

codes of conduct

copyright and intellectual property

discrimination

duty of care

human rights

privacy, confidentiality and disclosure

rights and responsibilities of:

workers and employers

individuals, families, the community and society to minimise or prevent domestic violence

work role boundaries – responsibilities and limitations

general principles and practices of community development, education and consciousness raising

domestic violence and its context, including:

social, historical, political and economic context of domestic violence, including types and nature of domestic violence, power and gender issues, child abuse and associated criminal issues

prevalence of myths, unhelpful beliefs, attitudes and practices in the broader society regarding domestic violence and their effects on individuals’ rights to safety and autonomy

underpinning values and philosophies relating to domestic violence, including:

all individuals have the right to be free from violence

the community has a responsibility to work toward the prevention of domestic violence and to demonstrate the unacceptability of all forms of domestic violence

all forms of domestic violence are unacceptable in any group, culture or creed

those who use violence should take responsibility for their behaviour and have access to programs to assist them change their behaviour to ensure the safety of their family

domestic violence is widespread and complex

domestic violence impacts on the physical, emotional, social, and financial well-being and safety of individuals in families

domestic violence and abuse has devastating effects on family members and results in significant social and economic costs to the community

cultural and language groups represented within the local/regional community, and a respect for their values and beliefs

impacts of cultural, sub-cultural, social, sexual identity, religious, gender, age, disability, language issues, etc. on attitudes towards domestic violence

key people and groups within the community who are able to influence community values

current theory and research knowledge in the domestic violence area

processes used to formally and informally communicate the domestic violence prevention needs of the community

organisation current domestic violence activities, programs and services

current organisation procedures, protocols and practice for promotion of services

program planning techniques.

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

current information about domestic and family violence

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve interactions with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDFV004 Provide domestic and family violence support in Aboriginal and Torres Strait Islander communities

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV406C

Application

This unit describes the skills and knowledge required to establish and maintain community relationships, work within cultural protocols and support people who have been affected by domestic and family violence. It requires sensitivity and understanding of diverse cultural protocols and practices, including appropriate interpersonal and networking skills.

This unit applies to community services workers providing services in Aboriginal and/or Torres Strait Islander communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish and maintain relationship with community	1.1 Establish and maintain relationships with key people in a community to promote services and to develop respect, acceptance, confidence and credibility 1.2 Identify and respect restrictions and protocols regarding communicating and relating with the community and its members 1.3 Support community programs which meet the needs identified by clients 1.4 Collect and review local information to identify the requirements of the community in relation to domestic and family violence issues 1.5 Provide feedback to the community and individuals in relation to information collected 1.6 Respect and encourage the value of community, elders and kinship system as a social support mechanism and use when appropriate with client consent
2. Work within cultural requirements	2.1 Ensure information provided is linguistically, visually and culturally acceptable to the community 2.2 Identify and recognise different views of the community and consider in planning any support activities 2.3 Adapt work processes to meet requirements of the community and specific needs of individuals 2.4 Use values, issues and structures within the community to maximise outcomes for clients 2.5 Work with the whole family including perpetrators, siblings, extended family and community members according to individual needs 2.6 Make work consistent with organisation standards and procedures, current legislative and statutory requirements, and community practices
3. Support clients	3.1 Prioritise physical and emotional safety of clients and safety of their families 3.2 Use interpersonal skills that facilitate accurate and relevant exchange of information and to make sure individual stories are heard, accepted, understood and validated 3.3 Provide the individual with feedback to ensure accuracy and appropriate interpretation of their stories 3.4 Identify, assess and respond to any indications of risk or harm according to the degree and nature of the risk and the client’s wishes and circumstances 3.5 Explain and promote client and worker rights and responsibilities throughout client contact 3.6 Complete record-keeping and reporting according to organisation standards and procedures and confidentiality requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDFV004 Provide domestic and family violence support in Aboriginal and Torres Strait Islander communities

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV406C

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

provided domestic and family violence support in accordance with legal and procedural requirements in at least 1 Aboriginal and/or Torres Strait Islander community, and to at least 3 different clients

provided services in ways that reflect understanding of Aboriginal and the Torres Strait Islander concepts of domestic and family violence

used and adapted the following interpersonal and communication skills to suit specific community cultural and linguistic needs:

questioning

active listening

storytelling

rapport and relationship building.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for workers interacting with clients affected by domestic and family violence in an Aboriginal and/or Torres Strait Islander context, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

human rights

mandatory reporting

privacy, confidentiality and disclosure

records management

rights and responsibilities of:

workers and employers

individuals, families, the community and society to minimise or prevent domestic violence

work role boundaries – responsibilities and limitations

work health and safety

domestic violence and its context, including:

social, historical, political and economic context of domestic violence, including types and nature of domestic violence, power and gender issues, child abuse and associated criminal issues

prevalence of myths, unhelpful beliefs, attitudes and practices in the broader society regarding domestic violence and their effects on individuals’ rights to safety and autonomy

impacts of cultural, sub-cultural, social, religious, gender, age, language issues etc on attitudes towards domestic and family violence in Aboriginal and/or Torres Strait Islander communities

social, historic, spiritual and environmental factors which have an impact on the lives of the community and which are reflected in community relationships and practices

key people and groups within the community and relevant protocols and restrictions for consultation and decision-making

community development principles and strategies and their application

ways to gain community acceptance

cultural and language groups represented within the local/regional community, and a respect of their values, beliefs and traditions

how to communicate with the community (adaptation of language, verbal and non-verbal, local language)

domestic and family violence indicators and procedures for undertaking assessment of client needs

organisation procedures, practices and standards for:

client assessment

allocation of services

case management

interviewing

use of resources

programmed intervention

referral

community involvement

structural barriers and their impact e.g. institutional racism and their effects on Aboriginal and Torres Strait Islander People accessing services

Aboriginal and/or Torres Strait Islander kinship systems

own values and attitudes and their potential impact on clients.

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve interactions with Aboriginal and/or Torres Strait Islander people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDFV006 Counsel clients affected by domestic and family violence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV505C

Application

This unit describes the skills and knowledge required to use counselling and facilitation skills to explore client issues and identify possible options by providing a safe and supportive environment. It includes encouraging clients to be actively involved in seeking their own solutions.

This unit applies to individuals whose job role involves working with clients on personal and psychological issues associated with domestic and family violence within established policies, procedures and guidelines.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish confidence	1.1 Review existing case information as the basis for work 1.2 Use interpersonal skills to establish a professional relationship with clients based on confidence and support 1.3 Conduct interviews and interactions with clients in a safe environment and in a participatory and confidential manner 1.4 Show sensitivity to cultural, family and individual differences and any specific needs 1.5 Explain and promote rights and responsibilities of client, their family and worker throughout client contact 1.6 Mutually determine appropriate structures, timeframes and protocols 1.7 Apply organisation standards and procedures and comply with legislative and statutory requirements
2. Explore issues	2.1 Use appropriate questioning to encourage clients to explore and acknowledge their fears, concerns and personal capabilities 2.2 Encourage those who use violence to take personal responsibility for their actions 2.3 Use facilitation skills to encourage exploration of emotions and experiences that will assist in reflection of issues 2.4 Analyse and respond to any indications of risk or threats to safety according to the degree and nature of the risk to client, their family and/or worker 2.5 Explore services and resources to meet needs of client and their family in accordance with organisation standards and procedures 2.6 Provide accurate and relevant information designed to develop awareness and understanding of domestic violence 2.7 Encourage client self- determination by using opportunities which assist clients to identify issues, set personal goals and make informed choices to enhance the safety of the client and their family 2.8 Encourage clients to recognise decisions and changes needed to assist them to achieve their goals 2.9 Acknowledge progress and encourage and support self-management of issues
3. Identify future directions	3.1 Identify and document future services and support required by the client and plan their delivery in consultation with client, their family and other appropriate people 3.2 Jointly identify client information needs and agree and implement actions to satisfy these as appropriate 3.3 Provide opportunities for client and their family to obtain information and develop skills 3.4 Use questioning and reflection to assist the client to make positive choices and changes as necessary 3.5 Maintain records of participation and progress according to organisation standards and procedures
4. Evaluate own communication	4.1 Reflect on and evaluate own communication with clients 4.2 Recognise the effect of own values and beliefs on communication with clients 4.3 Identify and respond to the need for development of own skills and knowledge

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDFV006 Counsel clients affected by domestic and family violence

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV505C

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

counselled and collaboratively developed and documented support plans with at least 3 clients affected by domestic and family violence, using the following interpersonal communication and counselling techniques:

attending behaviours – active listening

reflection of content, summarising

questioning skills – open, closed, simple and compound questions

client observation skills

noting and reflecting skills

providing client feedback

completed a structured process of self-reflection and evaluation of own communication used during the 3 interactions.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for workers interacting with clients affected by domestic and family violence, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

human rights

mandatory reporting

privacy, confidentiality and disclosure and its limitations in domestic and family violence work

records management

rights and responsibilities of:

workers and employers

individuals, families, the community and society to minimise or prevent domestic violence

work role boundaries – responsibilities and limitations

work health and safety

domestic violence and its context, including:

social, historical, political and economic context of domestic violence, including types and nature of domestic violence, power and gender issues, child abuse and associated criminal issues

prevalence of myths, unhelpful beliefs, attitudes and practices in the broader society regarding domestic violence and their effects on individuals’ rights to safety and autonomy

domestic violence indicators and procedures for undertaking assessment of needs of client and client’s family

counselling techniques that will explore client issues and encourage client’s self determination to enhance client and client’s family’s safety

respectful strategies that will assist in client self-determination which enhances client and their family’s safety

organisation procedures, practices and standards for:

client assessment

allocation of services

case management

interviewing

use of resources

programmed intervention

referral

groups represented within the local community (e.g. cultural, religious, language, sexual identity, age and disability) and an understanding of the issues that arise when working with those groups

referral sources and associated protocols

self-evaluation practices, including:

how to recognise own biases

impact of own values on the counselling relationship.

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve complex interactions and problem solving with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDFV007 Work with users of violence to effect change

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV509D

Application

This unit describes the skills and knowledge required to work with and engage users of violence to assist them to take responsibility for their violence, and to work towards changing their behaviour and enhancing the safety of their family.

This unit applies to individuals whose job role involves working with clients on personal and psychological issues associated with domestic and family violence within established policies, procedures and guidelines.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish and maintain professional relationship	1.1 Review existing case information as the basis for work 1.2 Use interpersonal skills to develop an open, trusting and professional relationship and to allow accurate and relevant exchange of information 1.3 Establish and maintain contact with partner and/or family of users of violence to identify and analyse their needs 1.4 Explain and promote client and worker rights and responsibilities throughout client contact 1.5 Mutually agree and adhere to appropriate structures, timeframes and protocols 1.6 Comply with organisation standards and procedures and with legislative and statutory requirements
2. Assess capacity for change	2.1 Assess motivation and commitment of users of violence to change attitudes, beliefs and behaviour and encourage positive elements and aspects 2.2 Respectfully challenge and constructively address violent behaviour and attitudes condoning violence in an environment that promotes positive client participation 2.3 Identify and assess related issues and factors that impact directly on the user of violence, their partner and family members 2.4 Identify own limitations and strengths in addressing and assessing needs, and respond to them within a supervision framework
3. Encourage personal responsibility	3.1 Challenge users of violence and encourage them to identify their violence and its known and potential effect upon partner and family members 3.2 Encourage users of violence to take responsibility for their actions, to recognise their choices to develop skills and/or knowledge and to develop non-violent and respectful relationships 3.3 Assist users of violence to use personal exploration to identify and address opportunities and obstacles to change their attitudes, beliefs and behaviour 3.4 Assist users of violence to establish realistic goals and strategies to enhance the safety of their partner and family members 3.5 Identify and negotiate the need for specialised services or referral with users of violence and relevant people 3.6 Show respect and sensitivity to cultural and family issues and to any individual differences
4. Monitor and review progress	4.1 Monitor progress of the user of violence through self- reflection, partner and family member feedback and critical assessment by the worker and if appropriate, the criminal justice system 4.2 Identify and challenge lack of progress in taking responsibility and any re-use of violence, and develop modified strategies 4.3 Encourage users of violence to establish and maintain networks of support to assist in the development of responsible behaviour 4.4 Identify and allocate additional services and/or support needed according to availability and organisation standards and procedures 4.5 Complete and maintain documentation according to organisation standards and procedures and legislative and statutory requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDFV007 Work with users of violence to effect change

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. Supersedes CHCDFV509D

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked with at least 3 users of violence and provided appropriate support to family members according to organisation, legal and ethical requirements

established, documented and monitored agreements with users of violence that include:

goals

strategies

outcomes

used the following interpersonal communication techniques appropriately with users of domestic violence:

questioning and active listening

paraphrasing

clarifying

summarising

relationship and rapport building

challenging and supportive feedback

conflict de-escalation/resolution.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for workers interacting with users of domestic and family violence, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

human rights

mandatory reporting

privacy, confidentiality and disclosure

records management

rights and responsibilities of:

workers and employers

individuals, families, the community and society to minimise or prevent domestic violence

specific legislation that applies to domestic and family violence work

work role boundaries – responsibilities and limitations

work health and safety

social context of domestic violence, including power and control, motivation for change, gender, child abuse and criminal issues

behaviour and socialisation theories including those which emphasise that thinking patterns can be changed to give people acceptable and constructive alternatives to harmful behaviour

groups represented within the local community (e.g. cultural, religious, language, sexual identity, age and disability) and an understanding of the issues that arise when working with those groups

prevalence of beliefs in the broader society which condone violence, and individuals’ rights to safety and autonomy

internally and externally provided services particularly in the domestic violence field

respectful strategies that will assist clients in changing their attitudes, beliefs and behaviours

theories and concepts of planning and control procedures, resource management and risk management

interpersonal communication techniques, including:

questioning and active listening

paraphrasing

clarifying

summarising

relationship and rapport building

challenging and supportive feedback

conflict de-escalation/resolution

potential obstacles and opportunities for clients that may impact on changes in attitudes, beliefs and behaviours

referral sources and associated protocols

own values and attitudes and their potential impact on clients.

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve complex interactions and problem solving with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS003 Support community participation and social inclusion

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to assist with supporting people with disability in community participation and social inclusion using a person-centred approach. This involves enabling people to make choices to maximise their participation in various community settings, functions and activities to enhance psychosocial well-being and lifestyle in accordance with the person’s needs and preferences.

This unit applies to workers in varied disability services contexts. Work performed requires some discretion and judgement and may be carried out under regular direct or indirect supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian / New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify opportunities for community participation and social inclusion	1.1 Assist in identifying interests, abilities, preferences and requirements of the person with disability to engage with a social network 1.2 Provide information on community participation options, networks and services to meet the needs, wants and preferences of the person with disability 1. 3 Identify and access appropriate community participation resources, programs, agencies, transport services, aids and equipment according to the person’s preferences and needs 1.4 Recognise and accommodate the cultural and religious needs of the person with disability
2. Implement strategies for community participation and inclusion according to the individualised plan	2.1 Assist the person to identify and access community options that will meet needs identified in their individualised plan 2.2 Support the person to access opportunities to establish connections through shared interests 2.3 Seek feedback from the person with disability, family and/or carers and/or relevant others and/or colleagues and/or supervisor to ensure that the support continues to meet the current and changing needs and preferences of the person 2.4 Ensure strategies for community participation and social inclusion are regularly reviewed with the person and supervisor to enable positive outcomes 2.5 Monitor level of engagement in consultation with supervisor
3. Identify, address and monitor barriers to community participation and social inclusion	3.1 Recognise physical, skill and other barriers to community participation and social inclusion 3.2 Collaborate with the person with disability to identify solutions to overcome barriers, in consultation with supervisor 3.3 Support the person to implement strategies to address barriers to community participation according to their individualised plan 3.4 Monitor the success of strategies to address barriers in consultation with the person and supervisor 3.5 Recognise own limitations in addressing issues and seek advice when necessary

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS003 Support community participation and social inclusion

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

supported at least 1 person with disability, by working with them to identify skills and interests and find matching options within the broader community

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

rights and responsibilities of people with disability

principles of:

strengths-based practice

person-centred practice

community inclusion and best practice examples

strategies for strengthening options, networks and services for people with disability

local agencies and services, and resources to obtain community information about sporting, cultural and specific-interest groups

active citizenship and what this means for people with a disability

role of carers and/or families and/or relevant others

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources:

individualised plans and any relevant equipment outlined in the plan

access to details of appropriate and local resources, programs, agencies, transport services, aids and equipment

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS006 Develop and promote positive person-centred behaviour supports

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to identify behaviours of concern and to develop and promote positive behaviour supports as part of an individualised behaviour support plan for a person with disability, using a person-centred approach.

This unit applies to workers in varied disability services contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT Elements define the essential outcome	PERFORMANCE CRITERIA Performance criteria describe the performance needed to demonstrate achievement of the element
1. Identify behaviours of concern that are likely to put the person or others at risk of harm	1.1 Define and document behaviours of concern using objective, observable and measurable terms that all people supporting the person can understand 1.2 Identify the behaviours of concern using a functional or observational behaviour assessment 1.3 Identify and assess the environmental and lifestyle context of behaviours of concern 1.4 Identify and assess the personal characteristics, physical and mental health, past experiences, skills and limitations, and interpersonal relationships that might contribute to behaviours of concern 1.5 Identify the type, frequency and triggers of behaviours of concern 1.6 Facilitate the ongoing involvement of others in the observation and recording of behaviours of concern and the assessment and planning processes
2. Develop positive behaviour support responses using a person-centred approach	2.1 Ensure that the person’s preferences for including their carer and/or family and/or relevant others in the ongoing development of supports are taken into account 2.2 Demonstrate a strengths and evidence-based, best practice approach that reflects and respects the rights, personal choices, needs, abilities and goals of the person 2.3 Develop supports that are based on accurate records, observations and consultation with all who will use them, including the person, to accommodate lifestyle preferences 2.4 Develop interventions and supports that safeguard the person from increased risk of being exploited, abused, or exposed to inappropriate constraints or unlawful treatment 2.5 Identify proactive and positive supports to promote behavioural change, including changes to the environment and communication strategies 2.6 Identify the timeframes and goals of the plan, how success will be measured, and how it will be monitored and reviewed 2.7 Identify changes to work practices that may be implemented to reduce the behaviours of concern 2.8 Identify interventions for critical or adverse situations and reactive responses to reduce the risk of harm to the person or others in accordance with organisation, legal and ethical requirements 2.9 Identify the appropriate supports for the person and workers after a behaviour of concern has occurred 2.10 Identify staffing issues and how they will be addressed 2.11 Ensure the necessary consents and approvals are documented prior to implementation of the plan
3. Monitor and review the person’s individual behaviour support plan	3.1 Monitor the person’s individual behaviour support plan in consultation with the person and internal and external support providers and/or groups 3.2 Monitor the implementation of the plan to measure improvements to the person’s quality of life and reductions in the risk of harm to the person and others 3.3 Measure and report on the number of adverse or critical events of behaviours of concern to determine the effectiveness of the behaviour support plan 3.4 Coordinate informal or formal debriefing process for relevant workers when critical incidents occur in accordance with organisation policies and procedures 3.5 Implement changes to the behaviour support plan consistent with evidence collected and in consultation with the person, support providers and other relevant professionals 3.6 Comply with the organisation's reporting and documentation requirements 3.7 Communicate individualised behaviour support plan revisions with all of the people who are providing support

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS006 Develop and promote positive person-centred behaviour supports

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

identified behaviours of concern for at least 3 different people with disability and developed, implemented, monitored and reviewed positive behaviour support strategies in response to the behaviours of concern

developed strategies and interventions that support the person to manage their own behaviour

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

principles of positive, person-centred, strengths-based behavioural support

the social model of disability

the impact of social devaluation on an individual's quality of life

competency and image enhancement as a means of addressing devaluation

organisation policies and procedures relating to behaviour management, including:

critical incidents

accident and incident reporting

restrictions on the use of aversive procedures

strategies to assist in developing positive behaviour support

evidence-based behavioural intervention

principles of effective communication and ways to implement these to minimise behaviours of concern

indicators that person have unmet needs

factors that may contribute to behaviour of concern:

physical

emotional

environmental

medications

specialist services and referral options

legal and ethical considerations for working with people with disability:

codes of conduct

dignity of risk

duty of care

human rights, including the United nations convention on the rights of persons with disabilities (UNCRPD)

informed consent

privacy, confidentiality and disclosure

restrictive practice

imprisonment

abuse

work health and safety

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

access to tools for functional behaviour assessment

access to individualised plans and any equipment outlined in the plan

access to organisation policies and procedures relating to behaviour support

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/ AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS007 Facilitate the empowerment of people with disability

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCDIS302A/CHCDIS301C/CHCDIS220B. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to facilitate the empowerment of people with disability to deliver rights based services using a person-centred approach. It should be carried out in conjunction with individualised plans.

This unit applies to workers in varied disability contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Demonstrate commitment to empowerment for people with disability	1.1 Identify changes in the legal, political and social frameworks within which the work is undertaken 1.2 Identify ways society can affect the level of impairment experienced by a person with disability 1.3 Reflect on personal values and attitudes regarding disability and acknowledge their potential impact when working in disability contexts 1.4 Develop and adjust own approaches to facilitate empowerment
2. Foster human rights	2.1 Assist the person with disability to understand their rights 2.2 Deliver services that ensure the rights and needs of the person are upheld in the context of person-centeredness 2.3 Ensure the cultural needs of the person are identified, accepted and upheld 2.4 Identify breaches of human rights and respond and report according to organisation procedures 2.5 Identify indications of possible abuse and/or neglect and report according to organisation procedure
3. Facilitate choice and self-determination	3.1 Using a person-centred approach work in a manner that acknowledges the person with disability as their own expert 3.2 Facilitate person-centred options for action on relevant issues and discuss with the person and/or family and/or carer and/or relevant other 3.3 Provide assistance to the person with disability to facilitate communication of their personal goals 3.4 Provide person-centred support in a manner that encourages and empowers the person with disability to make their own choices 3.5 Assist with strategies to ensure that the person is comfortable with any decisions that are being made on their behalf 3.6 Assist with accessing advocacy services and other complaint mechanisms as required

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS007 Facilitate the empowerment of people with disability

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCDIS302A/CHCDIS301C/CHCDIS220B. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

facilitated access to a wide variety of choices that will assist 2 people with disability to reach their personal goals, using:

oral communication skills to maintain positive and respectful relationships with the person with disability

appropriate non-verbal communication strategies

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively manage tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

history and recent developments in disability

social versus medical model of service

institutionalised versus person-centred, self-directed model of support

social constructs of disability and the impact of own attitudes on working with people with disabilities

how and when to seek support from more experienced and qualified staff

types of disability, including:

acquired brain injury

autism spectrum disorder

cognitive disability

developmental delay

intellectual disability

neurological impairment

physical disability

sensory disability, including hearing, vision impairment

speech/language disability

support practices for people, including but not limited to, the following conditions:

genetic factors

physical trauma

psychological trauma

chronic lifestyle conditions

acquired brain injury

legal and ethical considerations for working with people with disability:

codes of conduct

discrimination

dignity of risk

duty of care

human rights, including the United nations convention on the rights of persons with disabilities (UNCRPD)

informed consent

mandatory reporting

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

work health and safety

principles of:

empowerment

rights-based approaches

person-centred practices

self-advocacy

active support

active listening

social justice, and the importance of knowing and respecting each person as an individual

strengths-based approaches

strategies that assist people with disabilities to exercise their rights and support independent action and thinking, including use of technology (e.g. laptops or tablets) to facilitate choice

how to access and use advocacy services and complaint mechanisms

indicators of abuse and/or neglect in relation to people with disabilities

Assessment Conditions

Skills must have been demonstrated in the disabilities workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the person with disability.

The following conditions must be met for this unit:

access to individualised plans and any equipment outlined in the plan

Overall, assessment must involve real interactions with people with disability, their families/carers/relevant others and the person’s individualised plan.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS009 Facilitate ongoing skills development using a person-centred approach

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to plan, implement and review formal and informal ongoing skills development, in collaboration with a person with disability and incorporate into the person’s individualised plan.

This unit applies to workers in varied disability contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify individual skill development needs	1.1 Identify the person with disability’s skill development needs using a person-centred approach 1.2 Document development needs in line with organisation program guidelines 1.3 Identify skills development opportunities in collaboration with the person and/or family and/or carer and/or other relevant person for inclusion in the individualised plan 1.4 Make referrals to other staff or specialist services according to the persons needs
2. Plan person-centred, ongoing skill development	2.1 Use appropriate communication techniques to engage the person in identifying learning goals 2.2 Identify a range of learning strategies and opportunities to address the person’s goals 2.3 Develop formal ongoing skills development activities using a person-centred approach and, where appropriate, in conjunction with other relevant personnel 2.4 Document ongoing skills development in the person’s individualised plan
3. Implement person-centred, ongoing skills development strategies	3.1 Work with the person to implement ongoing skills development strategies in a manner that is respectful, motivating and empowering 3.2 Inform and support colleagues and relevant others to implement person-centred ongoing skills development in line with the person’s individualised plan 3.3 Access and utilise equipment and resources as required to facilitate the learning process 3.4 Document outcomes in the person’s individualised plan
4. Evaluate skills development and review plan	4.1 Monitor the person’s development and provide feedback to the person and/or carer and/or relevant other regarding progress towards objectives and goals 4.2 Evaluate effectiveness of ongoing skills development using the person’s records and update plan to meet changing needs of the person 4.3 Identify opportunities for ongoing skill development
5. Identify and implement incidental learning opportunities to enhance skills development	5.1 Identify situations that can act as potential informal learning opportunities and encourage learning 5.2 Provide appropriate constructive advice to the person and/or family and/or carer and/or relevant other as soon as possible in appropriate format 5.3 Provide encouragement when the person takes initiative in learning situations 5.4 Withdraw support to an appropriate level in order to encourage experiential learning and development

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS009 Facilitate ongoing skills development using a person-centred approach

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

developed, implemented and monitored ongoing skills development, using a person-centred approach, for at least 3 people with disability

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively manage tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

key aspects of current practices, philosophies and theories, including:

the social model of disability

competency and image enhancement as a means of addressing devaluation

strengths-based practice

active support

person-centred practice

rightful place in community

self-determination

local community education opportunities and their potential use in capacity building

assessment processes relating to ongoing skills development

relevant services and resources available to people with learning needs

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

access to individualised plans and any equipment outlined in the plan

recognised assessment and planning tools

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS010 Provide person-centred services to people with disability with complex needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to provide person-centred services to people with disability with complex or special support needs under the supervision of a relevant professional.

This unit applies to workers in varied disability contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Evaluate and prioritise the needs of a person with complex support issues	1.1 Identify and prioritise the needs of the person, taking into account the possibility of co-existing issues 1.2 Identify specific problems, issues and challenges for the person in line with job role and organisation procedures 1.3 Analyse and interpret data, with assistance from health professionals and other relevant personnel 1.4 Recognise the impact of complex support issues on the persons family 1.5 Establish priorities for support with the person and/or family and/or carer and/or relevant other
2. Develop an individualised plan to achieve maximum quality of life	2.1 Utilise best practice guidelines when developing strategies to address complex and/or special needs 2.2 Liaise with relevant experts and/or health professionals when developing individualised plans 2.3 Negotiate and establish goals with the person and/or family and/or carer and/or relevant other 2.4 Access and negotiate resources in order to deliver identified services 2.5 Access community support agencies to facilitate the achievement of established goals
3. Coordinate the delivery of the individualised plan	3.1 Ensure services and support activities are undertaken by appropriately skilled workers 3.2 Recognise when a service and/or support worker is no longer able to provide the level of service required 3.3 Support all stakeholder involved in the service provision to understand the individualised plan and their roles and responsibilities within that plan
4. Coordinate the monitoring, evaluation and review of the individualised plan	4.1 Seek feedback from all stakeholder when evaluating effectiveness of the individualised plan and re-prioritising support needs 4.2 Seek feedback from the person and/or carer and/or relevant other when evaluating effectiveness of the individualised plan 4.3 Seek advice and assistance when the person’s goals and needs are not being achieved 4.4 Make necessary revisions to the individualised plan in line with role, organisation and/or program guidelines and in consultation with the person and/or family and/or carer and/or relevant other

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS010 Provide person-centred services to people with disability with complex needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

evaluated and prioritised the needs of at least 3 people with complex support issues and developed individualised plans to meet their needs

coordinated the delivery, monitoring, evaluation and review of at least 3 individualised plans

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively manage tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

factors that would lead to someone being classified as having complex needs rather than basic needs

physiology and psychology as it applies to a range of disability types

nutrition and dietetics as it applies to a range of disability types

common issues and challenges facing people with disability

manifestations and presentation of common health problems as well as behavioural issues associated with different disability types

formal and informal assessment approaches for assessment of people with complex and/or special needs

organisation policies and procedures related to developing and managing individualised plans including the role of family members and/or carers and/or relevant others and various types of community service providers

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

The following condition must be met for this unit:

access to individualised plan and equipment outlined in the plan

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIV001 Work with diverse people

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTHIR403C/CHCCS405C. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

This unit describes the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people.

This unit applies to all workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Reflect on own perspectives	1.1 Identify and reflect on own social and cultural perspectives and biases 1.2 Work with awareness of own limitations in self and social awareness 1.3 Use reflection to support own ability to work inclusively and with understanding of others 1.4 Identify and act on ways to improve own self and social awareness
2. Appreciate diversity and inclusiveness, and their benefits	2.1 Value and respect diversity and inclusiveness across all areas of work 2.2 Contribute to the development of work place and professional relationships based on appreciation of diversity and inclusiveness 2.3 Use work practices that make environments safe for all
3. Communicate with people from diverse backgrounds and situations	3.1 Show respect for diversity in communication with all people 3.2 Use verbal and non-verbal communication constructively to establish, develop and maintain effective relationships, mutual trust and confidence 3.3 Where a language barrier exists, use effective strategies to communicate in the most efficient way possible 3.4 Seek assistance from interpreters or other persons according to communication needs
4. Promote understanding across diverse groups	4.1 Identify issues that may cause communication misunderstandings or other difficulties 4.2 Where difficulties or misunderstandings occur, consider the impact of social and cultural diversity 4.3 Make an effort to sensitively resolve differences, taking account of diversity considerations 4.4 Address any difficulties with appropriate people and seek assistance when required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIV001 Work with diverse people

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTHIR403C/CHCCS405C. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

undertaken a structured process to reflect on own perspectives on diversity

recognised and respected the needs of people from diverse social and cultural backgrounds in at least 3 different situations:

selected and used appropriate verbal and non verbal communication

recognised situations where misunderstandings may arise from diversity and formed appropriate responses

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

concepts of cultural awareness, cultural safety and cultural competence and how these impact different work roles

concepts and definitions of diversity

own culture and the community attitudes, language, policies and structures of that culture and how they impact on different people and groups

features of diversity in Australia and how this impacts different areas of work and life:

political

social

economic

cultural

legal and ethical considerations (international, national, state/territory, local) for working with diversity, how these impact individual workers, and the consequences of breaches:

discrimination:

age

disability

racial

sex

human rights:

Universal declaration of human rights

relationship between human needs and human rights

frameworks, approaches and instruments used in the workplace

rights and responsibilities of workers, employers and clients, including appropriate action when rights are being infringed or responsibilities not being carried out

key areas of diversity and their characteristics, including:

culture, race, ethnicity

disability

religious or spiritual beliefs

gender, including transgender

intersex

generational

sexual orientation/sexual identity - lesbian, gay, bisexual, heterosexual

key aspects, and the diversity, of Australia’s Aboriginal and/or Torres Strait Islander cultures, including:

social, political and economic issues affecting Aboriginal and/or Torres Strait Islander people

own culture, western systems and structures and how these impact on Aboriginal and/or Torres Strait Islander people and their engagement with services

potential needs of marginalised groups, including:

protective factors

physical, mental and emotional health issues/care needs

consideration of impacts of discrimination, trauma, exclusion and negative attitudes

resources that support individuals and organisations to embrace and respond to diversity

language and cultural interpreters

imagery

influences and changing practices in Australia and their impact on the diverse communities that make up Australian society

impact of diversity practices and experiences on personal behaviour, interpersonal relationships, perception and social expectations of others

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

The unit describes the skills and knowledge required to identify Aboriginal and/or Torres Strait Islander cultural safety issues in the workplace, model cultural safety in own work practice, and develop strategies to enhance cultural safety.

This unit applies to people working in a broad range of roles including those involved in direct client service, program planning, development and evaluation contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Identify cultural safety issues in the workplace	1.1 Identify the potential impact of cultural factors on service delivery to Aboriginal and/or Torres Strait Islander clients 1.2 Identify critical issues that influence relationships and communication with Aboriginal and/or Torres Strait Islander people 1.3 Establish key aspects of cultural safety in consultation with Aboriginal and/or Torres Strait Islander people 1.4 Evaluate the extent to which cultural safety is integrated in own work and workplace
2. Model cultural safety in own work	2.1 Ensure work practices are grounded in awareness of one’s own cultural bias 2.2 Reflect awareness of own and other cultures in work practices 2.3 Use communication techniques and work practices that show respect for the cultural differences of Aboriginal and/or Torres Strait Islander people 2.4 Engage with Aboriginal and/or Torres Strait Islander interpreters and colleagues as cultural brokers, according to situation needs
3. Develop strategies for improved cultural safety	3.1 Support the development of effective partnerships between staff, Aboriginal and/or Torres Strait Islander people and their communities 3.2 Identify and utilise resources to promote partnerships 3.3 Devise and document ways to support the delivery of services and programs that are culturally safe and encourage increased participation 3.4 Integrate strategies that encourage self-determination and community control in services and programs
4. Evaluate cultural safety strategies	4.1 Agree outcomes against which cultural safety strategies can be measured 4.2 Involve Aboriginal and/or Torres Strait Islander people in evaluations 4.3 Evaluate programs and services against desired outcomes 4.4 Revise strategies based on evaluation with appropriate engagement of Aboriginal and/or Torres Strait Islander people

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

promoted Aboriginal and/or Torres Strait Islander cultural safety in the context of at least 1 workplace

researched culture and history, the impact of European settlement, loss of land and culture and the importance of lore and kinship

evaluated ways to improve communication with Aboriginal and/or Torres Strait Islander peoples who may be clients or colleagues.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

concept of Aboriginal and/or Torres Strait Islander cultural safety in the community services and health context, and its relationship with:

cultural awareness

cultural competence

legislative context for Aboriginal and/or Torres Strait Islander cultural safety

the diversity of Aboriginal and/or Torres Strait Islander cultures

historical, social, political and economic issues affecting Aboriginal and/or Torres Strait Islander people and their engagement with community services and health systems, including:

impact of European settlement

loss of land and culture

racism and discrimination

past and present power relations

own culture, western systems and structures and how these impact on Aboriginal and/or Torres Strait Islander people and their engagement with services

factors that contribute to Aboriginal and/or Torres Strait Islander ill health and common diseases experienced by these groups of people:

impact of trauma on individuals’ ability for:

decision-making

communicating

understanding

retaining information

ways to involve Aboriginal and/or Torres Strait Islander people in the planning and delivery of services and programs

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessment must involve persons approved of by relevant local community elders.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIV003 Manage and promote diversity

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

This unit describes the skills and knowledge required to evaluate and promote diversity in the workplace, and to contribute to the planning of diversity policies and procedures. This may apply to internal work practices or external service delivery.

This unit applies to individuals working in any type of leadership role across all industry sectors.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Research diversity in the workplace	1.1 Collect and evaluate quantitative and qualitative workplace diversity data 1.2 Identify and analyse potential benefits of diversity in relation to the workplace objectives 1.3 Analyse how current diversity practice matches workplace objectives
2. Foster diversity	2.1 Provide a role model for others through individual behaviour that demonstrates respect for diversity 2.2 Assist and coach colleagues in ways of accepting diversity in relation to both colleagues and clients 2.3 Develop work practices and undertake planning in a manner that shows respect for workplace diversity 2.4 Identify and adapt professional development opportunities to address the needs of a diverse workforce 2.5 Generate a supportive workplace by valuing and promoting the benefits of a diverse workforce to those working in the workplace according to relevant policy 2.6 Identify and use diversity factors associated with clients and colleagues to address diversity objectives of the workplace 2.7 Value and encourage collaboration and the experience of working with diverse clients and colleagues
3. Adapt communication strategies	3.1 Use communication strategies to meet the diverse needs of individuals within the workplace 3.2 Implement tailored communication strategies for targeted individual and group needs 3.3 Identify and/or develop and use resources that facilitate effective communication in the workplace 3.4 Reflect on use of communication strategies with regard to workplace diversity and identify potential improvements
4. Contribute to workplace diversity policies and procedures	4.1 Develop and document diversity strategies in consultation with stakeholders including people from key target groups 4.2 Advocate for diversity strategies to be implemented in accordance with workplace policies and procedures 4.3 Develop measures for evaluating the outcomes of workplace strategies, policies and procedures for diversity 4.4 Report on workplace diversity strategies within appropriate context

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIV003 Manage and promote diversity

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

researched diversity in at least 1 workplace in terms of current performance and meeting of diversity objectives

used strategies to foster and promote diversity in work practice:

coaching and mentoring

communication

work planning

contributed to the development of workplace diversity policies and procedures for at least 1 workplace

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

concepts of cultural awareness, cultural safety and cultural competence and how these impact leadership and management practice

concepts and definitions of diversity

key areas of diversity and their characteristics, including:

culture, race, ethnicity

disability

religious or spiritual beliefs

gender, including transgender

intersex

generational

sexual orientation/sexual identity - lesbian, gay, bisexual, heterosexual

the role of leaders and managers in encouraging diversity in work practices and service delivery

impact of diversity practices and experiences on personal behaviour, interpersonal relationships, perception and social expectations of self and others

legal and ethical considerations (international, national, state/territory, local) for diversity practices at a management level:

discrimination (direct and indirect):

age

disability

racial

sex

equal employment opportunity (EEO)

human rights

rights and responsibilities of workers, employers and clients

benefits of workplace diversity

types of direct and indirect discrimination

ways to ensure effective and equitable activities to diverse clients

barriers to inclusivity

cross-cultural communication strategies and how these can be integrated into workplace practices

principles and practices of inclusivity and the types of planning and work practice that support diversity

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

The following condition must be met for this unit:

presence of situations that allow interaction with other people in a leadership role

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDU001 Provide community focused health promotion and prevention strategies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Application

This unit describes the skills and knowledge required to deliver a range of promotion and prevention strategies to the community.

This unit applies to workers in both health and community sectors. Workers at this level will be part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Review health promotion plan	1.1 Clarify all aspects of the health promotion plan are still relevant 1.2 Locate relevant available promotion and prevention resources 1.3 Verify health promotion plans method of promotion delivery 1.4 Review budget necessary to develop, adapt and implement promotion and prevention strategies
2. Prepare for promotion and prevention activities	2.1 Engage with relevant stakeholders to obtain support for desired outcomes and promotion and prevention plan 2.2 Where necessary adapt existing promotion and prevention resources 2.3 Develop new promotion and prevention resources, according to the plan 2.4 Engage relevant stakeholders to review newly developed resources
3. Conduct promotion and prevention activities	3.1 Conduct prevention activities according to the promotion and prevention plan 3.2 Gather feedback on the immediate impact of the activity 3.3 Monitor the implementation of the plan and revise activities based on any feedback
4. Evaluate Health promotion activities	4.1 Undertake evaluation activities as set out in the plan 4.2 Collect client feedback and data on behaviour change for evaluation 4.3 Analyse data in preparation for reporting purposes
5. Report and document information	5.1 Document information about activities according to the organisation’s protocols 5.2 Adhere to privacy and confidentiality requirements when reporting feedback 5.3 Use appropriate terminology to document consumer response, outcomes and identified problems related to prevention strategies

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDU001 Provide community focused health promotion and prevention strategies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed and implemented promotion and prevention strategies to at least 2 community groups with different needs

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

mental health and its perception in the community

The Ottowa charter for health promotion

alcohol and other drugs (AOD) and its perception in the community

the importance of promotion and prevention in the health and recovery continuum

methods and models for social inclusion

a range of promotional strategies and their suitability for different purposes

methods for obtaining feedback on promotional activities

evidence based practice

a range of relevant promotional resources

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modeling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDU002 Plan health promotion and community intervention

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Application

This unit describes the skills and knowledge required to plan health promotion and community intervention.

This unit applies to workers in both health and community sectors. Workers at this level will be part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify key issues in preventative health care	1.1 Use social research methods to analyse population health trends, demographic, social and epidemiological information and data 1.2 Identify key issues in preventative health for the community from data obtained 1.3 Identify current responses to preventative health care 1.4 Apply preventative health care strategies to develop solutions to community issues 1.5 Define target populations and determine consultation processes 1.6 Examine policy and funding contexts and issues
2. Work within the educational framework of health promotion	2.1 Integrate preventative health care perspective into community development and capacity building 2.2 Select and apply relevant strategies to health promotion in the community 2.3 Identify and plan required partnerships with stakeholders 2.4 Engage key stakeholders as focus group 2.5 Identify a range of techniques to engage community in health promotion activities 2.6 Define most appropriate methods for information dissemination to target population 2.7 Access and implement key resources for health promotion activities
3. Formalise plan of health promotion activities	3.1 Define key deliverables of health promotion/community intervention plan 3.2 Define timeline for health promotion/community intervention plan, noting key deliverables 3.3 Define contingencies if applicable 3.4 Allocate budget resources to key deliverables of plan 3.5 Develop an evaluation strategy 3.6 Write plan in line with organisational policies

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDU002 Plan health promotion and community intervention

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed 2 health promotion and/or community intervention plans by:

using social research methods and epidemiological data to analyse health trends

interpreting data and identified key preventative health issues and target audiences

developing and applying a range of preventative health strategies to plan appropriate health promotion within the community

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

current and historical approaches to preventative health care

various social research methods and how data relating to health issues is collected and potentially used

primary health care principles

a range of health promotion resources and strategies useful to the job role

the range of obstacles to the uptake of delivered health promotion, including:

culture/religion

age

language

the funding and policy environment in which the health promotion activities are taking place

community engagement

information dissemination

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used the following conditions must have been met for this unit:

use of suitable facilities, equipment and resources, including:

health promotion resources

health data, including epidemiological data

modelling of industry operating conditions

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDU008 Share health information

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Application

This unit describes the skills and knowledge required to share health information in a community health context.

This unit applies to workers in both health and community sectors. Workers at this level will be part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify health information requirements	1.1 Obtain information from key stakeholders regarding community health priorities 1.2 Hold discussions with key stakeholders and community stakeholders 1.3 Assess and document levels of current health information in the community according to organisation guidelines 1.4 Identify gaps in available health information 1.5 Determine and prioritise community health information needs 1.6 Determine best delivery method of health information 1.7 Asses costs of various delivery methods
2. Develop health information in an appropriate context	2.1 Prepare and assemble resources in consultation with key people and community stakeholders 2.2 Develop health information using techniques appropriate to the target audience 2.3 Focus test health information with appropriate audience
3. Implement sharing of health information	3.1 Negotiate with key stakeholders and target audience to determine method, location, time and place for sharing health information 3.2 Develop promotional plan for health information delivery 3.3 Deliver health information in a clear, non-judgemental and concise manner 3.4 Obtain feedback from the audience to determine whether information is correctly understood
4. Evaluate presentation of health information	4.1 Review progress and/or outcome against community needs, in consultation with key stakeholders 4.2 Suggest improvements to the methodology of sharing health information 4.3 Implement changes to methodology in consultation with key stakeholders according to evaluation

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCEDU008 Share health information

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

identified the health information requirements in consultation with key stakeholders of 2 target audience

researched different methods of delivery, including the effectiveness and the costs

developed, delivered and evaluated health information for at least 2 different health issues, delivery methods and target audiences in consultation with target audience and other key stakeholders

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

local community health plans

community sector networks

evidence based practise

diversity

inclusivity

organisation policies of program development

organisation policies of information dissemination

legal and ethical issues for informational dissemination

collection and interpretation of health data

health promotion strategies and techniques relevant to the job role

evaluation models and techniques relevant to the presentation of health information

information and resource sources

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCGRP001 Support group activities

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCGROUP201C and CHCGROUP302D. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to participate in, and provide general support for, group work. It does not include the leadership or facilitation of groups.

This unit applies to individuals involved group work in a range of community service settings. They work according to established organisation procedures.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify the purpose of the group	1.1 Identify and determine activities which meet the group purpose with members of the group, 1.2 Discuss and agree rules for group behaviour with all group members as a participant 1.3 Identify, acknowledge and respect individual differences of workers and group members 1.4 Seek, identify and accommodate goals, needs and expectations of participants according to available resources and scope of own role 1.5 Keep records of group interactions according to organisation documentation requirements
2. Establish and maintain group relationships	2.1 Confirm role played by self and other group members 2.2 Encourage participation of other group members 2.3 Model clear communication and encourage group members to use clear and appropriate communication 2.4 Ensure communication and interactions with group are appropriate to aim and purpose of group 2.5 Implement appropriate processes to address breaches of behaviour according to organisation protocols 2.6 Encourage participants to abide by agreed behaviours 2.7 Promote group achievements in a way which motivates and recognises participants’ efforts
3. Organise resources for group activities	3.1 Identify support and resources to achieve the objectives of the group 3.2 Provide information to group about resources available and guidelines for their use 3.3 Encourage cooperative approach to the use of resources 3.4 Complete reports on use of resources according to organisation procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCGRP001 Support group activities

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCGROUP201C and CHCGROUP302D. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

participated in, and supported the activities of, at least 3 different groups, where groups comprise at least 5 members

modelled the following communication skills when participating in groups:

active listening

questioning

rapport-building

conflict resolution

clarity in communication.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for group work, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

mandatory reporting

privacy, confidentiality and disclosure

records management

work role boundaries – responsibilities and limitations

work health and safety

policies and procedures

nature of groups and the way they operate at an overview level, including:

dynamics of groups

stages of group development

stages of change

styles of group leadership and decision-making

communication techniques and how they are used within groups, including:

active listening and questioning

rapport building

conflict resolution

non-verbal communication

nature of resources provided to groups, including:

information/referrals

facilities

equipment/materials

administrative support

facilitation of meetings

worker skills/expertise

nature of support provided including:

resources managed by the organisation

advice, information and facilitation

individual or group supervision.

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

organisation policies and procedures

group member information

modelling of industry operating conditions, including:

scenarios that involve interactions with groups.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCGRP002 Plan and conduct group activities

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCGROUP403D

Application

This unit describes the knowledge and skills required to establish, lead and participate in a groups using a collaborative, strengths-based approach.

This unit applies to any individual involved in planning and leading group activities. Groups may be formal or informal.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan group activities and resources	1.1 Review available information and identify the needs of the group 1.2 Generate ideas for activities that respond to identified needs 1.3 Identify, calculate and document the resources required for group activities 1.4 Identify and follow up on the need to make submissions for potential sources of assistance and resources within scope of own job role 1.5 Organise resources according to organisation procedures
2. Coordinate group planning processes	2.1 Seek opportunities actively for collaborative planning and shared ownership with clients 2.2 Solicit, analyse and prioritise information about group’s needs and expectations 2.3 Negotiate the purpose of group activities with the group allowing time and opportunity for individuals to articulate their ideas and wishes 2.4 Translate purpose of proposed group activity into a set of documented aims and objectives based on input 2.5 Analyse potential impact on group operation of the values and beliefs of both worker and client 2.6 Design group strategies that promote effective group operation and take into account specific characteristics of participating clients
3. Manage group processes and conflict	3.1 Promote opportunities for open dialogue and active listening between group members 3.2 Encourage and model sensitivity to diverse participants 3.3 Use strategies to prevent conflict within own role, power and capacity 3.4 Identify and reinforce the outcomes of positive conflict 3.5 Clarify and confirm principles and practices of conflict resolution in a group and seek agreement to implement them 3.6 Encourage acknowledgement of rights and responsibilities and perceptions of all participants in the conflict situation 3.7 Offer opportunity to all participants for debriefing, support, mediation, consultation and facilitation
4. Evaluate group activities	4.1 Ensure aims and objectives of the group activity provide the basis for evaluation and feedback 4.2 Seek feedback from group participants on leadership style, group process, achievement of objectives, other achievements and areas for development 4.3 Document evaluation information according to organisation procedures and distribute to relevant people

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCGRP002 Plan and conduct group activities

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence. Supersedes CHCGROUP403D

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

planned and conducted at least 3 different group activities for groups with diverse participant profiles, including:

identified the following resource requirements:

financial

human

physical

worked collaboratively with groups to plan activities

facilitated at least 3 different group sessions, each with a minimum group size of 5 people, using the following communication and interpersonal skills:

listening

questioning

effective non-verbal communication

empathetic responding

paraphrasing

summarising

negotiation

techniques for maintaining group cohesion

conflict resolution.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for group work, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

mandatory reporting

privacy, confidentiality and disclosure

records management

work role boundaries – responsibilities and limitations

work health and safety

principles and processes of strengths-based practice

types and purposes of groups in the community services context

types of resources required for group activities, including:

venues

equipment

information materials

administrative support

specialist expertise

dynamics of groups and group behaviour

processes and techniques for engaging in, and managing group planning processes

communication techniques and how these are applied in working with groups, including:

collaboration

conflict resolution

different styles of group leadership

effective non-verbal communication

empathetic responding

listening

negotiation

paraphrasing

questioning

summarising

techniques for maintaining group cohesion

relevant models including stages of group development and stages of change

types of additional support that may be provided to groups, including:

information and resources (internal or external)

individualised services

referrals to further support.

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

information about group needs

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve groups comprising at least 5 people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCHCS001 Provide home and community support services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to work in a home support environment and community settings with individuals, family members, staff, visitors, suppliers and others to meet established work requirements.

This unit applies to workers in a community services context. Work performed requires some discretion and judgement and is carried out under regular direct or indirect supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine requirements of individual plan	1.1 Read and interpret individual plan, goals and confirm required equipment, processes and aids 1.2 Confirm purpose and time of visit with the relevant person 1.3 Prepare equipment, resources and/or documents required for the purpose of the visit and contingencies
2. Establish relationship in the home	2.1 Follow organisation’s procedures to assure the person of your identity before entering the house 2.2 Communicate with the person to provide information, clarify purpose of visit and confirm the person’s consent 2.3 Provide opportunity for the person to identify and express any issues or concerns in relation to the visit and/or associated matters 2.4 Engage appropriately with others in the place of residence in accordance with organisation policies 2.5 Check for hazards to own and others’ health and safety and implement controls to manage risk
3. Operate respectfully in the home	3.1 Negotiate how to best implement the individual plan to suit the person within organisation procedures and respecting that the work setting is the person’s home and personal space 3.2 Comply with duty of care requirements of role in relation to the person and any other people 3.3 Demonstrate respect and sensitivity toward the person and their place of residence 3.4 Deal with ethical dilemmas, behaviours of concern, possible abuse and/or neglect in accordance with relevant policies and procedures 3.5 Maintain confidentiality in accordance with legislation and organisation policy and procedures
4. Complete reporting and documentation	4.1 Comply with the organisation’s reporting requirements, including reporting observations to supervisor 4.2 Complete and maintain documentation according to organisation policy and protocols and using technology required in the workplace 4.3 Ensure any arrangements for follow up visits are recorded and implemented

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCHCS001 Provide home and community support services

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

provided services to individual/s in at least 2 different home or community support settings

used appropriate inter-personal skills:

establishing a positive relationship with the individual

seeking clarification of tasks

interpreting and following instructions

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for providing home and community services, including:

codes of practice

basic home fire safety and associated state/territory smoke alarm legislation

dignity of risk

duty of care

privacy, confidentiality and disclosure

practice standards

work role boundaries – responsibilities and limitations

work health and safety

relevant organisation policies and procedures and how to access them, including risk management practices when the work environment is a person’s home

personal and property security procedures, including personal security protocols and equipment

relevant policy and programs, including:

home and community care (HACC)

Department of Veterans’ Affairs (DVA)

government community care directions

implications for work in the sector including:

person-centred practice

consumer-directed care

empowerment and disempowerment

indicators of abuse and/or neglect, including:

physical

sexual

psychological

emotional

financial

Assessment Conditions

Skills must have been demonstrated in an ageing support workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the person. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

individualised plans and any relevant equipment outlined in the plan

personal protective equipment

relevant organisation policies and procedures

Overall, assessment must involve workplace interactions with people in their home, colleagues, families/carers and working with the person’s individualised plan.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLAH001 Work effectively in the leisure and health industries

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to work in a context within which leisure and health work occurs and to effectively support its role in enhancing well being.

This unit applies to workers in a range of community services and health contexts who provide leisure and health services.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Provide appropriate leisure and health services	1.1 Demonstrate understanding of the value of leisure, recreation and play in enhancing well being 1.2 Identify different work environments, services and work roles within the industry 1.3 Work within the current models of leisure and health practice 1.4 Ensure clients participate in all aspects of service planning and support activities 1.5 Undertake all work as part of the inter disciplinary team and exhibit an awareness of the role of a conjoint approach to leisure and health programs 1.6 Identify personal values and attitudes regarding leisure, recreation and play and take them into account when planning and implementing all work activities
2. Operate within the policies and procedures of the leisure and health sector	2.1 Read relevant organisation policies and discuss with colleagues and team 2.2 Ensure all work is consistent with relevant statutory and legislative provisions 2.3 Work ethically and within duty of care requirements recognising dignity of risk 2.4 Seek information for professional development, further training options and identify potential career pathways

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLAH001 Work effectively in the leisure and health industries

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked effectively as part of an interdisciplinary team, involving at least 3 other people, within the leisure and health framework

networked with at least 2 professionals in the leisure and health industry and documented the networking process

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively manage tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

different contexts of the leisure and health sector:

historical

social

political

economic

current issues which impact on the leisure and health sector and different models of leisure and health

views of key stakeholders and representatives from relevant target groups about leisure and health

underpinning values and philosophy of the leisure and health sector

models of leisure and health practice and how these models can be used in a practical manner within a leisure and health environment

current issues facing clients and existing services to address their needs and rights

facts and myths about the value of leisure and recreation in enhancing health and well being

holistic and person-centred practice

importance of consumer input, choice and respecting individual recognition

ways in which a leisure and health professional can ensure clients participate in the planning of the leisure and recreation programs within a service

advantages of working in an interdisciplinary team

benefits of leisure activities for clients, including:

children

young people

people with a disability

people with an illness

people who are ageing

working with people from culturally, spiritually and linguistically diverse backgrounds, including Indigenous Australian culture

legal and ethical considerations for leisure and health:

dignity of risk

duty of care

privacy, confidentiality and disclosure

work health and safety (WHS)

principles and practices

access and equity

client empowerment/disempowerment

quality of life

relevance of the work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

organisation policies and procedures

information/documentation relevant to leisure and health activities

scenarios that focus on working within an interdisciplinary team with leisure and health responsibilities

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/ AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLAH002 Contribute to leisure and health programming

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to contribute to the creation, planning, coordination, delivery and evaluation of appropriate leisure and health activities for individuals and groups.

This unit applies to workers in a range of community services and health contexts who provide leisure and health services.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify activities to match leisure and health needs of the client or group	1.1 Work with health practitioners and key stakeholders to develop activity plans 1.2 Collect and review relevant information to establish the needs of leisure and health clients, based on the leisure and recreation assessment 1.3 Identify and review a range of possible activities to meet needs 1.4 Select activity focus and type based on client needs, organisation’s criteria and resource availability 1.5 Undertake an activity analysis to match client needs to the characteristics of the activity 1.6 Undertake an assessment of outing requirements, where appropriate 1.7 Undertake risk assessment for activities, programs and outings
2. Assist with the preparation of activity plan	2.1 Undertake appropriate planning of activities within team context to ensure client needs are met 2.2 Incorporate consultation with clients and stakeholders into planning of activities 2.3 Determine operational arrangements for conducting the activity and assess for feasibility 2.4 Develop and document goals and outcomes for each activity 2.5 Include appropriate implementation and evaluation strategies in the activity plan 2.6 Develop plans to include activity modifications required to meet client needs 2.7 Document resource adaptations, where appropriate, according to organisation procedures and protocols 2.8 Ensure planned activities reflect accepted best practice in working with leisure and health clients 2.9 Document the activity plan according to organisation procedures and protocols
3. Identify and obtain required resources	3.1 Devise and implement strategies to obtain and utilise necessary human, financial and physical resources 3.2 Make submissions to potential sources, in accordance with relevant guidelines, where required resources are not readily available 3.3 Evaluate, select and arrange suitable locations for program implementation 3.4 Identify a range of leisure and recreation options and experiences suitable to client needs 3.5 Identify components of an activity relevant to the abilities of the client 3.6 Modify and adapt activities to meet client needs, where necessary 3.7 Conduct resource audit
4. Promote activity or program	4.1 Identify potential program users and design and distribute appropriate information to achieve maximum response 4.2 Evaluate effectiveness of promotional activities and make changes as indicated by response 4.3 Develop motivational strategies to maximise client participation 4.4 Evaluate effectiveness of motivational strategies and make amendments as indicated by the response
5. Deliver activity or program	5.1 Implement activities in accordance with program plan, organisation guidelines and legislative requirements 5.2 Provide participants with access to a range of activities suited to their needs and interests 5.3 Develop flexible implementation plans to suit a variety of contexts and to cope with contingencies 5.4 Adapt program to changing needs of participants as required 5.5 Promptly address problems in delivery of activities 5.6 Use effective facilitation techniques in the delivery of activities 5.7 Develop strategies to deal with challenging behaviour 5.8 Implement strategies to deal with challenging behaviour 5.9 Monitor levels of client participation 5.10 Amend activity to facilitate an appropriate level of client participation
6. Evaluate activity	6.1 Define criteria to judge program effectiveness in consultation with clients and stakeholders 6.2 Routinely use appropriate evaluation, revision and development strategies during and after the activities 6.3 Collect, organise and report evaluation information in a format that is accessible and meaningful to clients and stakeholders 6.4 Prepare and present reports as required
7. Document the activity or program	7.1 Determine documentation requirements that reflect accepted best practice in working within the leisure and health profession 7.2 Conduct documentation processes according to organisation guidelines and legislative requirements 7.3 Evaluate the effectiveness of documentation

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLAH002 Contribute to leisure and health programming

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

contributed to the planning, delivery and evaluation of 3 leisure and health activities for a client or group of clients

documented 4 activity modifications/adaptations that have been investigated

visited a suitable outing venue for a chosen client or group of clients

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

at least 15 activity ideas that could be included in a holistic leisure and health program

current documentation requirements and expectations within the profession

aspects of holistic health:

emotional

social

physical

mental

spiritual

levels of human needs:

universal

developmental

special

legal and safety requirements as they relate to activities and programs

risk and outing assessment processes

relevant funding sources

provision of support to a diverse range of people and organisations

cross cultural communication, negotiation and facilitation

work health and safety (WHS) principles and practices

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

individualised plans and equipment or resources outlined in the plan

information/documentation relevant to leisure and health activities

scenarios that focus on working within an interdisciplinary team with leisure and health responsibilities

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/ AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLAH003 Participate in the planning, implementation and monitoring of individual leisure and health programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to participate in planning, implementation and evaluation of programs providing activities for individuals.

This unit applies to workers in a range of community services and health contexts who provide leisure and health services.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Gather and record detailed information about clients	1.1 Use appropriate methods to assess client’s leisure and health needs according to specific purpose and under the guidance of an experienced worker 1.2 Use a variety of appropriate recording methods under the guidance of an experienced worker 1.3 Record information using holistic approach to health and well being of clients 1.4 Participate in the analysis of information gained to identify individual strengths, needs, interests and preferences 1.5 Maintain confidentiality while observing and recording
2. Participate in the design of individual program plans	2.1 Use a consultative approach based on the client’s leisure and health needs assessment 2.2 Identify and include a range of resources and ideas to meet the client’s leisure needs based on lifestyle, interests, and social context relevant to the individual and their community 2.3 Identify and include ways in which the health, well being and abilities of individuals are enhanced 2.4 Incorporate the additional and specific leisure and recreation needs of clients while reflecting the philosophy and goals of the service 2.5 Assist with the documentation of an individual program plan for clients based on information gathered during assessment
3. Implement individual program plans	3.1 Contribute to developing the setting and environment for leisure and health activities within constraints of resources, location and client’s needs and availability 3.2 Contribute to developing timetables that provide structure and flexibility and serve as a communication tool 3.3 Implement programs, allowing for clear staff communication, adapting to conditions and needs on day, in line with role and service requirements 3.4 Gather and organise resources required for the individual program plan 3.5 Organise off-site outings as extension of program where appropriate, according to directions 3.6 Maintain ongoing communication with those involved in the program 3.7 Identify concerns about current individual program plans and refer appropriately
4. Monitor and evaluate individual program plans	4.1 Assess progress of each individual using specified processes 4.2 Contribute to regular review of the individual program plan 4.3 Regularly document and evaluate individual program plan outcomes according to individual needs and service requirements 4.4 Clearly identify criteria for documentation and evaluation and use for review

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLAH003 Participate in the planning, implementation and monitoring of individual leisure and health programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked with 3 clients to:

gather and record detailed information using appropriate assessment methods

participate in the design of their programs and documented the program plans

implement the programs according to the plan or instructions

monitor and evaluate the program plans

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

theories of:

development and building in the strengths of complex needs clients

inclusion and non-discriminatory practices

segregation

integration

current documentation requirements and expectations within the profession

client assessment processes

data collection methods

different approaches to program planning and development

criteria for selecting a specific programming approach

a variety of leisure experiences including:

art

music

sport

craft

facilitation and motivational techniques

legal and safety requirements as they relate to activities and programs

risk assessment processes

sources of information to be used as resources for individual program plan development

relevant quality improvement and accreditation system principles

work health and safety (WHS) principles and practices

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including individualised plans and equipment or resources outlined in the plans

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/ AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLEG001 Work legally and ethically

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

This unit describes the skills and knowledge required to identify and work within the legal and ethical frameworks that apply to an individual job role.

This unit applies to community services and health workers who play a proactive role in identifying and meeting their legal and ethical responsibilities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Identify and respond to legal requirements	1.1 Identify, access and interpret sources of information about the legal requirements that apply to the work role 1.2 Identify the scope and nature of own legal rights and responsibilities 1.3 Adhere to legal requirements in work practice according to workplace policies and procedures and scope of role 1.4 Recognise potential or actual breaches and report according to organisation procedures
2. Identify and meet ethical responsibilities	2.1 Identify, access and interpret sources of information about the ethical responsibilities that apply to the work role 2.2 Identify the scope and nature of own ethical responsibilities 2.3 Meet ethical responsibilities according to workplace policies and protocols, and scope of role 2.4 Recognise potential ethical issues and dilemmas, and discuss with an appropriate person 2.5 Recognise own personal values and attitudes and take into account to ensure non-judgemental practice 2.6 Use effective problem solving techniques when exposed to competing value systems 2.7 Recognise unethical conduct and report to an appropriate person 2.8 Recognise potential and actual conflicts of interest and take appropriate action
3. Contribute to workplace improvements	3.1 Identify situations where work practices could be improved to meet legal and ethical responsibilities 3.2 Pro-actively share feedback with colleagues and supervisors 3.3 Identify and take opportunities to contribute to the review and development of policies and protocols

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLEG001 Work legally and ethically

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

completed workplace activities in accordance with legal and ethical requirements in at least 3 different situations

developed appropriate responses to at least 3 different legal or ethical issues relevant to the work role

identified and communicated at least 2 potential work practice improvements designed to enhance workplace responsiveness to legal and ethical requirements

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory, local) for people working in the community services and health context, how they are applied in organisations, how these impact individual workers, and the consequences of breaches:

children in the workplace

codes of conduct

codes of practice

complaints management

continuing professional education

discrimination

dignity of risk

duty of care

human rights

Universal declaration of human rights

relationship between human needs and human rights

frameworks, approaches and instruments used in the workplace

informed consent

mandatory reporting

practice standards

practitioner/client boundaries

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and clients

industrial relations legislation relevant to employment conditions of role

specific legislation in the area of work – objectives and key components

work role boundaries – responsibilities and limitations

work health and safety

interrelationships, similarities and differences that may exist between legal and ethical frameworks

legal issues in the context of the work role:

type of legal issues that arise

ways to respond

ethical practice in the context of the work role:

type of ethical issues that arise

ways to respond

workplace policies, procedures and protocols:

how they are/should be developed

processes for review, including consultation and mechanisms for input

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

current legislation, regulations and codes of practice

organisation policies, procedures and protocols

modelling of industry operating conditions, including presence of problem solving activities

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLEG003 Manage legal and ethical compliance

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to research information about compliance and ethical practice responsibilities, and then develop and monitor policies and procedures to meet those responsibilities.

This unit applies to people working in roles with managerial responsibility for legal and ethical compliance in small to medium sized organisations. There may or may not be a team of workers involved.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Research information required for legal compliance	1.1 Identify sources of information about compliance requirements 1.2 Evaluate own area of work and determine scope of compliance requirements 1.3 Access and interpret information relevant to area of work 1.4 1dentify risks, penalties and consequences of non compliance 1.5 Assess and act on need for specialist legal advice
2. Determine ethical responsibilities	2.1 Identify the ethical framework that applies to the work context 2.2 Incorporate scope of practice considerations as part of ethical practice 2.3 Evaluate responsibilities to workers, clients and the broader community 2.4 Model ethical behaviour in own work
3. Develop and communicate policies and procedures	3.1 Clearly articulate and document policies and procedures to support legal and ethical practice in readily accessible formats 3.2 Integrate documentation and record keeping requirements into policies and procedures 3.3 Ensure systems protect client information 3.4 Nominate the roles and responsibilities of different people in meeting requirements where multiple people are involved 3.5 Distribute policies, procedures and legal information to colleagues and peers in a timely fashion
4. Monitor compliance	4.1 Evaluate work practices for non-compliance on an ongoing basis, and implement modifications 4.2 Maintain and update required accreditations or certifications 4.3 Refer issues or breaches of ethical or legal practice to relevant people
5. Maintain knowledge of compliance requirements	5.1 Identify and use opportunities to maintain knowledge of current and emerging legal requirements and ethical issues 5.2 Share updated knowledge and information with peers and colleagues. 5.3 Pro-actively engage in process of review and improvement

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLEG003 Manage legal and ethical compliance

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

determined the scope of legal and ethical compliance requirements and responsibilities, and developed policies and procedures for at least 1 workplace or business

developed a strategic response to at least 3 different situations where legal or ethical requirements have been breached

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. This includes knowledge of:

legal responsibilities and liabilities of managers and others in different types of organisation

legal and ethical frameworks (international, national state/territory, local), how these apply in the workplace, and the responsibilities of managers in the development and monitoring of policies and procedures, including those related to:

children in the workplace

codes of conduct

codes of practice

complaints management

continuing professional education

discrimination

dignity of risk

duty of care

human rights:

Universal declaration of human rights

relationship between human needs and human rights

frameworks, approaches and instruments used in the workplace

informed consent

mandatory reporting

practice standards

practitioner/client boundaries

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and clients

industrial relations legislation and requirements relevant to organisation

specific requirements in the area of work, including:

key practices that are prohibited by law

auditing and inspection regimes

main consequences of non-compliance

need to apply for licences and associated mandatory training and certification requirements

statutory reporting requirements

business insurances required including public liability and workers compensation

accreditation requirements

requirements to develop and implement plans, policies, codes of conduct or incorporate certain workplace practices

work role boundaries – responsibilities and limitations of different people

work health and safety

sources of information and advice on compliance including:

local, state/territory or commonwealth government departments or regulatory agencies

industry associations

plain English documentation that explains legislation

functions and operating procedures of regulatory authorities of particular relevance to the health and community service sectors

methods of receiving updated information on requirements

use of policies and procedures in managing compliance and ethical practice in both internal work practice and external service delivery

formats for policies and procedures and what they should include

techniques for monitoring compliance

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

current legislation and regulations

workplace policies and procedures

modelling of industry operating conditions, including:

use of real or simulated organisation for which the candidate develops policies and procedures

integration of problem solving activities

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLLN001 Respond to client language, literacy and numeracy needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

This unit describes the skills and knowledge required to identify situations where client language, literacy and numeracy (LLN) skills may be impeding access to services, to adjust service delivery, and to refer appropriately to improve client outcomes.

The unit does not provide workers with the skills and knowledge to identify LLN skill levels or to actively intervene in developing a client’s LLN skills.

This unit applies to individuals who may be making individual client assessments or managing caseloads as part of their work role.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance required to demonstrate achievement of the element
1. Establish client’s LLN needs	1.1 Identify signs that the client may have LLN needs 1.2 Review the scope of LLN skill requirements needed to effectively access services 1.3 Identify gaps between the client’s LLN skills and those required to effectively access services 1.4 Determine the degree to which other issues may impact on the client
2. Determine strategies to address LLN needs	2.1 Collaborate with client to agree areas of LLN need and how to respond 2.2 Determine ways in which service delivery can take account of the client’s LLN needs 2.3 Prioritise areas for immediate or longer-term action based on scope of the client’s needs
3. Implement strategies to address LLN needs	3.1 Adjust service delivery approaches that respond to LLN need, including use of appropriate tools and communication strategies 3.2 Provide the client with accurate and current information about LLN support services 3.3 Record agreed LLN needs and the strategies used, and report in line with the client and organisation requirements 3.4 Monitor the client and provide ongoing support and encouragement where appropriate

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLLN001 Respond to client language, literacy and numeracy needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

responded to the needs of at least 3 different people with LLN needs

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

indicators of LLN needs, and methods for clarifying them with the client

methods for identifying the impact of other service-related issues on the client’s LLN needs

LLN information and referral or support services for a range of LLN needs and clients

recording and reporting requirements

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT001 Develop, implement and review quality framework

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCORG423C and CHCORG619D. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to develop, implement and monitor a framework for ongoing quality service delivery that supports the rights and interests of clients.

The unit applies to a range of leadership roles in health and community services workplaces.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Develop a framework for quality service delivery	1.1 Establish quality service standards through consultation with stakeholders and benchmarking against industry standards or existing quality frameworks 1.2 Develop strategies to ensure procedures deliver high quality services that support good practice standards and the rights and interests of clients 1.3 Identify organisation barriers or issues that impact on delivery of high quality service and develop strategies to address them 1.4 Identify opportunities for continuous improvement and incorporate them into operational plans 1.5 Define and implement continuous improvement processes to monitor and ensure quality client service delivery 1.6 Plan and ensure the involvement of all parties in quality improvement processes
2. Monitor and review service delivery against quality framework	2.1 Use a range of appropriate processes to monitor and review quality of service outcomes for clients and the community 2.2 Monitor and review strategies for addressing barriers and issues relating to quality 2.3 Regularly update service delivery procedures to reflect good practice and to respond to changing legislative requirements and client needs 2.4 Identify need and opportunities for staff to develop the necessary competencies to meet changing service delivery requirements 2.5 Establish and use feedback mechanisms to involve all users of the service and other relevant parties in the review process 2.6 Investigate and document the effects of services on all clients 2.7 Identify differences between stakeholder expectations and service delivery objectives 2.8 Establish mechanisms to provide clients and stakeholders with information about review results
3. Plan and implement revised strategies to improve outcomes	3.1 Use review findings to identify threats to quality 3.2 Respond to and investigate complaints and use as feedback to improve outcomes 3.3 Design and implement a plan with immediate and long term goals to develop and improve the quality of service in consultation with stakeholders 3.4 Provide information to relevant parties about the plan and the processes to be used
4. Ensure the continuous improvement of service standards	4.1 Ensure that revised service standards incorporate stakeholder expectations and available resources 4.2 Regularly communicate service standards and good practice to all stakeholders 4.3 Establish procedures to check that appropriate practice is carried out 4.4 Regularly promote, model and demonstrate good practice to all workers 4.5 Regularly discuss issues with workers and incorporate necessary changes into strategies for continuous improvement

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT001 Develop, implement and review quality framework

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCORG423C and CHCORG619D. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed and implemented a quality framework for the delivery of at least 1 service or program

conducted at least 1 review of service delivery that identified barriers to quality and provided recommendations for improvement

established a continuous improvement plan for at least 1 service or program

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations and how these are applied in organisations, including:

discrimination

work health and safety

privacy, confidentiality and disclosure

access and equity

rights and responsibilities of clients

complaints

service and industry guidelines and standards

principles of holistic and person-centred support, and where to access good practice information relevant to the industry sector

benchmarking

best practice and good practice

quality assurance processes relevant to service type

existing state and national quality frameworks relevant to service

importance of principles and practices to enhance sustainability in the workplace, including environmental, economic, workforce and social sustainability

vision statements, philosophical statements of organisation

needs of clients

impact of own attitudes to client groups on service delivery and strategies to improve own professional practice

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT002 Manage partnership agreements with service providers

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to establish and monitor formal agreements and partnerships with specialist support providers to meet client needs.

This unit applies to a range of leadership roles in health and community services workplaces.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Investigate partnership opportunities	1.1 Determine partnership requirements according to organisation needs analysis and strategic directions 1.2 Gather, research and analyse information on potential partners 1.3 Build relationships and rapport with potential partners
2. Negotiate partnership agreement terms and conditions	2.1 Maintain partnership focus and protect client’s interests throughout discussions and negotiations 2.2 Clearly define roles and responsibilities of each party, including level and type of service provision 2.3 Identify and address confidentiality and privacy issues 2.4 Determine communication, dispute resolution, meeting, decision making and reporting processes 2.5 Formalise and sign partnership agreement
3. Implement partnership agreement	3.1 Schedule and contribute to regular meetings with partners in accordance with role 3.2 Consult clients at all stages of implementation and ensure rights are upheld 3.3 Implement dispute resolution processes if required 3.4 Ensure all reporting requirements are met in accordance with organisation procedures and partnership agreement
4. Evaluate partnership agreements	4.1 Develop criteria for evaluation of partnership 4.2 Collect and include stakeholder feedback in the evaluation process 4.3 Measure performance against agreed criteria 4.4 Amend partnership agreements and re-negotiate with partner organisation where appropriate

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT002 Manage partnership agreements with service providers

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

established and maintained at least 1 partnership agreement for service provision

conducted at least 1 partnership agreement evaluation

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

types and levels of partnerships and collaborations

partnership cycles and processes

partnership roles

funding and accountability guidelines

referral networks

legal and ethical considerations relevant to partnerships and how they are applied in organisation, including:

privacy, confidentiality and disclosure

duty of care

human rights

rights and responsibilities of workers, employers, clients and service providers

community needs and key issues for clients and/or community

relationship between service providers

negotiation and influencing strategies

conflict management principles and practices

relationship building techniques

information sharing benefits and risks

intellectual property

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including partnership agreements with service providers

modelling of industry operating conditions, including scenarios that involve forming partnerships and dealing with contingencies

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT003 Lead the work team

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to undertake supervisory and coordinating activities in work groups in health and community service organisations.

Workers at this level are team leaders or managers responsible for coordinating and monitoring the activities and performance of work teams and other service providers.

This unit applies to a range of leadership roles in health and community services workplaces.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Contribute to and promote effective work practices	1.1 Develop and implement plans to meet the day to day activities of the work group 1.2 Develop and implement strategies in consultation with appropriate people to maximise work performance and outcomes 1.3 Identify planning problems, barriers and constraints and develop and implement strategies to address them
2. Develop and implement staffing processes	2.1 Maintain confidentiality in relation to staff processes in accordance with organisation policies and procedures 2.2 Identify staffing and resourcing needs and develop plans to address them 2.3 Participate in recruitment processes 2.4 Implement effective induction and ongoing support for new and existing staff 2.5 Provide instruction and additional support as required to promote quality worker and client outcomes 2.6 Encourage and facilitate staff access to training and development to enable the achievement of workplace outcomes and personal goals 2.7 Collaborate with other service providers as needed to meet service and referral needs
3. Maintain professional approach to leading work team	3.1 Reflect on own practice and pro-actively update knowledge and skills 3.2 Align own leadership practice with the values, ethical guidelines, policies and procedures of the organisation 3.3 Take reasonable steps to ensure that personal or social contact does not adversely affect ability to lead the team
4. Promote effective workplace relations	4.1 Implement collaborative processes and practices that promote cooperative work practices and maintain positive relationships with staff and management 4.2 Model and promote effective communication in the workplace, including open discussion and active listening 4.3 Identify potential and actual conflict situations and develop and implement appropriate strategies to prevent or address them 4.4 Throughout conflict resolution processes, ensure access to appropriate support, mediation and debriefing for parties within organisation guidelines 4.5 Resolve problems or issues which may disrupt work unit activities
5. Evaluate plans	5.1 Meet regularly with those involved to discuss and evaluate the effectiveness of plans and practices in meeting the goals and needs of the organisation 5.2 Identify areas for improvement 5.3 Revise plans and practices to ensure continued improvement 5.4 Document and report work outcomes in accordance with organisational procedures
6. Review individual performance	6.1 Implement and document performance management processes in accordance with role and organisation procedures 6.2 Work collaboratively with the individual to agree on performance improvement and development plans and document in accordance with organisation policies 6.3 Monitor and evaluate performance and provide feedback on a ongoing and regular basis 6.4 Identify poor performance and take necessary actions in accordance with role and organisation procedures 6.5 Monitor and coach individuals to improve performance 6.6 Identify and provide additional support or referral when required, in accordance with role and organisation procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT003 Lead the work team

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed at least 1 plan for a team or group of individuals, including:

effective procedures to maximise staff work performance

strategies for collaboration and cooperative work practices

strategies for work performance and outcomes

identification of barriers and constraints and development of strategies to address them

facilitated at least 2 group meetings or discussions to:

delegate work team activities

develop and evaluate work goals

identified at least 1 issue causing disruption to work team activities and:

facilitated at least 1 meeting or discussion with those involved

developed and implemented strategies to resolve issue

reviewed the performance of and coached at least 1 individual

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

organisation mission, philosophy

organisation structure and communication protocols

group facilitation processes, including technique for facilitating group discussions and meetings

leadership styles and their application in supporting the organisation’s mission, objectives and values

coaching principles and techniques

difference between coaching and mentoring

performance management sources of information on best practice work techniques relevant to the industry sector

rostering and timetabling

sources of conflict and stress and techniques to address and manage them

referral networks

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT004 Secure and manage funding

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit.

Application

This unit describes the skills and knowledge required to secure and manage funding for an organisation, program or project.

Workers may be responsible for determining the amount of funding required, identifying funding sources, developing funding proposals and managing ongoing compliance with funding agreements. This role would typically be undertaken by a senior worker or manager.

This unit applies to a range of health and community service contexts and relates to both government and non-government funding and tenders.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Identify funding requirements and context	1.1 Identify scope and purpose of funding 1.2 Calculate funding requirements, including budget, current funding arrangements and future projections 1.3 Identify potential avenues and sources of funding 1.4 Research and gather information on all potential funding avenues and sources 1.5 Determine if funding requirements are feasible and sustainable
2. Develop a funding submission	2.1 Determine funding source requirements 2.2 Prepare funding submission in accordance with funding source requirements 2.3 Determine optimum method of presenting proposal to identified funding sources 2.4 Seek legal, taxation and regulatory advice when required and ensure submission is checked by appropriate persons to ensure it meets compliance requirements 2.5 Establish how deliverables and outcomes will be evaluated and measured
3. Present proposal and negotiate with funding sources	3.1 Present proposal to funding sources using appropriate presentation methods and techniques 3.2 Negotiate with funding source representatives to clarify terms and conditions of funding agreement 3.3 Evaluate submission to identify strengths and weaknesses to inform subsequent submissions
4.Manage funding agreement	4.1 Finalise funding agreement documentation and circulate to all parties 4.2 Establish procedures to monitor ongoing compliance and reporting requirements in accordance with funding agreement 4.3 Maintain ongoing relations with funding source to ensure mutual satisfaction with funding arrangement
5.Evaluate funding agreement	5.1 Evaluate project outcomes against predetermined measures 5.2 Identify lessons learned and opportunities for continuous improvement 5.3 Identify opportunities for future funding arrangements as appropriate

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT004 Secure and manage funding

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

identified at least 3 potential sources of funding

determined the feasibility and sustainability of 3 sources of funding

developed 1 funding proposals in accordance with funding source requirements

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

funding environment

organisation funding strategy

government tender processes

private and corporate grants and funding

compliance issues

appropriate sources and avenues for funding

types of funding, including:

ongoing

one-off

in kind contributions

co-payments

channels where funding and grant opportunities are publicised

funding issues and challenges

relationship between funding and strategic direction or organisation

feasibility and sustainability principles

budgets and budget pitfalls

negotiation techniques

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including access to funding information, documentation, technology

modelling of industry operation conditions

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT005 Facilitate workplace debriefing and support processes

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to monitor and support workers. This includes implementing support processes to manage stress and emotional wellbeing of self or colleagues working in varied health and community service contexts. It also involves facilitating structured debriefing sessions to colleagues following incidents with the potential to impact on health and wellbeing.

This unit applies to leadership or management roles where the individual provides peer to peer support to colleagues and refers to specialised support services in line with organisation guidelines as required.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Monitor welfare of colleagues	1.1 Monitor stress and emotional wellbeing of colleagues, and where issues arise, take appropriate action in accordance with organisation standards and procedures 1.2 Use practices that acknowledge and accept differences and accurately identify diverse needs of colleagues 1.3 Identify required professional and personal performance standards and use to monitor stress and emotional wellbeing 1.4 Regularly use self assessment and reflective behaviour strategies to monitor performance 1.5 Regularly seek formal and informal performance feedback and act upon it as appropriate 1.6 Plan appropriately to identify current and potential areas of need within organisation and develop proposals to support these areas
2. Conduct structured debriefings following an incident	2.1 Plan, prepare and conduct debriefing in line with organisation standards and procedures 2.2 Schedule debriefing as soon as possible following the incident 2.3 Conduct debriefing in a safe environment and in a manner that facilitates open discussion 2.4 Use appropriate debriefing techniques to encourage further exploration of emotions and experiences to assist in reflection on issues 2.5 Use appropriate questioning to encourage colleagues to explore and acknowledge their concerns 2.6 Identify indicators of risk to self or others and respond according to the degree and nature of the risk 2.7 Document and report outcomes of debriefings in accordance with organisation standards and procedures 2.8 Identify and promptly respond to colleagues needing additional support and refer in accordance with organisation guidelines

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT005 Facilitate workplace debriefing and support processes

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

provided ongoing support to least 2 different workers to address and monitor stress and emotional wellbeing

facilitated at least 1 structured debriefing following an incident involving stress and identified colleagues requiring additional support and referred in accordance with organisation guidelines

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

organisation policies, procedures and resources relating to debriefing and crisis procedures

dispute resolution policies and procedures

legal and ethical considerations

debriefing techniques:

best practice interventions

crisis intervention

structured debriefing

internal and external referral sources

indicators of significant issues being experienced by the worker and ways to respond

impact of:

excessive stress

burn out

grief and loss

violent or threatening behaviour

stress management

internal and external support options and employee assistance programs

specific limitations of work role, responsibility and professional abilities

professional boundaries

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including workplace policies and procedures

modelling of industry operating conditions, including group facilitation

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT007 Work effectively with the Board of an organisation

Modification History

Release	Modification History
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit

Application

This unit covers the skills required to work effectively with the Board or committee of an organisation or facility.

This unit applies to senior workers in a range of sectors and settings who are required to work with and provide information to Board or committee members.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Unit Sector

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element.
1. Plan for working with Board	1.1 Differentiate and document the member, governance and management issues of the organisation in the organisation's governance policy guidelines 1.2 Identify and document the relationships between governance issues and management issues 1.3 Identify and document roles, responsibilities and procedures for Board members
2. Facilitate the development of Board	2.1 Communicate the organisation’s governance policy to new Directors 2.2 Inform Directors of continuing professional development opportunities 2.3 Monitor relevant aspects of the appropriate federal, state and local legislation and by-laws for organisation compliance and provide advice to ensure Directors follow legal requirements when carrying out Board duties 2.4 Communicate with Board members when their input and assistance is needed to contribute to organisational outcomes
3. Provide detailed information for the Board	3.1 Prepare a structured Board paper containing an agenda and all necessary information and recommendations 3.2 Provide Board members with the papers in sufficient time to study them before the meeting 3.3 Communicate emerging issues in the industry that are likely to have an impact on the organisation's business and strategic plan 3.4 Evaluate the identified emerging issues within a risk management and due diligence framework for their impact on the organisation and communicate this information to the Board 3.5 Differentiate governance and management issues and agree with the Board 3.6 Communicate organisational progress in relation to business and strategic plans as well as areas of concern 3.7 Provide recommendations for future actions and directions 3.8 Agree on future actions, directions, timeframes and responsibilities and document decisions 3.9 Ensure complete and accurate minutes are recorded and reported to the Board
4. Ensure regular communication with the Board	4.1 Implement actions and communicate outcomes as per documented decisions and in accordance with policies and procedures 4.2 Provide information and advice regularly to the Board to foster ongoing informed decision-making 4.3 Brief the Chairperson in detail on all key issues at all times 4.4 Seek feedback from the Board in relation to performance

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT007 Work effectively with the Board of an organisation

Modification History

Release	Modification History
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

•	developed a Governance Policy for at least one organisation

•	prepared Board Papers that included:

o	progress against the organisation’s strategic plan and/or business plan

o	information and recommendations for at least 2 governance issues and 2 management issues

•	participated in a Board meeting, including:

o	communicating concerns and recommendations for at least 2 issues

o	obtaining a decision on future directions for at least 2 issues

o	recording minutes

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

•	different types of Boards

•	purpose, structure and requirements of business plan and strategic plans

•	legal framework under which the organisation operates and the Memorandum and/or Articles of Association of the organisation

•	roles and responsibilities of particular functions on the Board

•	role policies and procedures play in the effective running of an organisation

•	separation of the governance (Board) and management (Chief Executive Officer) functions of the organisation and how the management issues are effectively functions of the Board that are delegated to the Chief Executive Officer (CEO)

•	human resource management practices as they relate to the development of effective working relationships between paid staff and volunteer and/or paid Boards

•	organisation's governance policy guidelines including policies and procedures in:

o	role of Board

o	Board structure

o	role of individual Directors

o	role of Chairperson

o	role of Company Secretary

o	role of Chief Executive Officer (CEO)

o	Board meetings

o	Board meeting agenda

o	Board papers

o	Board minutes

o	the Board calendar

o	delegation of authority

o	monitoring

o	strategy formulation

o	service and advice

o	contacts

o	Chief Executive Officer (CEO) evaluation

o	Director protection

o	Board evaluation

o	Director development

o	Director selection and induction

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMHS001 Work with people with mental health issues

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCMH301C/CHCMH411A. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Application

This unit describes the skills and knowledge required to establish relationships, clarify needs, and then work collaboratively with people who are living with mental health issues.

This unit applies to support workers in contexts outside the mental health sector, but who come into contact with people with mental health issues. The services and support provided are not mental health specific.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish respectful relationships with people with mental health issues	1.1 Communicate in a way that develops and maintains respect, hope, trust and self-direction 1.2 Work in a way that reflects and prioritises the person’s right to self define and direct their own recovery 1.3 Recognise and respect the person’s social, cultural and spiritual differences 1.4 Support the person to understand and exercise their rights 1.5 Maintain confidentiality and privacy of the person within organisation policy and protocols
2. Determine the needs of people with mental health issues	2.1 Gather and interpret information about the person’s needs from the person and other agreed sources 2.2 Identify and discuss with the person services and strategies that support empowerment and recovery 2.3 Support the person to express their own identity and preferences and avoid imposing own values and attitudes 2.4 Identify duty of care and dignity of risk considerations in collaboration with the person
3. Work with people with mental health issues to meet aspirations and needs	3.1 Provide support that facilitates progress towards the person’s goals in collaboration with the person and their care network 3.2 Work in ways that uphold the person’s rights 3.3 Adapt service delivery within organisation policies and procedures to meet the person’s specific needs and requirements 3.4 Document interactions and services according to organisation policy and procedures 3.5 Respond promptly and supportively to people experiencing distress or crisis 3.6 Work within the limits of own knowledge, abilities and work role and make referrals to other services as indicated by the person’s needs

Foundation Skills

The Foundation Skills describe those required skills (employability skills, language, literacy and numeracy) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMHS001 Work with people with mental health issues

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCMH301C/CHCMH411A. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked with at least 3 people with mental health issues in ways that support individual empowerment and recovery through:

use of communication techniques

provision and adaptation of services to meet particular needs

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory, local) when working with people with mental health issues, and how these are applied in organisations and individual practice:

children in the workplace

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and individuals

specific mental health legislation – impact on individual workers and consequences of breaches

work role boundaries – responsibilities and limitations

work health and safety

values and principles of the mental health sector, including:

recovery

recovery oriented practice

health promotion and prevention

holistic approach

empowerment/disempowerment

access and equity

early intervention

rights

social justice and inclusion

citizenship

different contexts of mental health work, including:

historical context, changing attitudes to mental health and approaches to working with people with mental health issues

social context. changing societal views of mental health and approaches to working with people

political context, government policies and initiatives affecting the mental health sector

economic context, the current economic situation as it relates to and affects the mental health sector and the subsequent impact on people

impact of own attitudes on working with people with mental health issues

key issues facing people with mental health illnesses, including impact of prejudice and discrimination

myths and facts about mental illness

types of mental illness

existing services to address a person’s needs and rights

appropriate responses to changes in mental health, mental distress and crisis

circumstances in which referral to a health or other professional is appropriate

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMHS005 Provide services to people with co-existing mental health and alcohol and other drugs issues

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to assess capacity to support people with co-existing mental health and alcohol and other drugs issues and to work collaboratively to provide support and facilitate links to other services.

This unit applies to work with people with co-existing mental health and alcohol and other drugs (AOD) assessments in a range of community services work contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess capacity to provide support to a person with co-existing mental health and AOD issues	1.1 Recognise and respond to signs indicating that a person may have co-existing mental health and AOD issues 1.2 Identify own service provision and possible agency programs or interventions suitable for a person with dual diagnosis 1.3 Assess the impact and nature of co-existing conditions on the person, including their social, financial and legal status 1.4 Work with the person to understand their readiness, motivation, priorities and goals for recovery in relation to both their mental health and alcohol and other drug issues 1.5 Research or consult with specialist services, as needed, to gather additional specific information about the relevant AOD substances and their interactions or possible impacts on someone with mental health issues
2. Work collaboratively to provide support services to address co-existing issues	2.1 Build an effective working relationship with the person 2.2 Discuss with the person their existing services and supports, and their perspective on collaboration or coordination across services 2.3 Gather and review information on available service options and approaches with the person 2.4 Support person to make informed decisions about approaches, including resources and services 2.5 Develop and document a plan with the person that reflects choices made 2.6 Work collaboratively with the person to facilitate the implementation of appropriate strategies, services and resources
3. Facilitate links to further care	3.1 Identify issues that are outside the scope of the service and/or the scope of the worker 3.2 Collaboratively identify appropriate service and other support options with the person 3.3 Support positive decision making to assist the person to make informed choices about recovery options 3.4 Work collaboratively with the person to determine referral options, and responsibilities and consents required 3.5 Make referrals in consultation with the person and in line with organisation protocols 3.6 Follow up and evaluate referrals to ensure they have been effective
4. Collaborate with the person to minimise risk	4.1 Work collaboratively with the person to proactively identify potential risks to safety of person, workers and others 4.2 Prevent risks by identifying triggers, strategies to manage risks and contingency options 4.3 Use evidence based de-escalation techniques, conflict resolution and negotiation skills to manage conflict 4.4 Identify emergency situations and seek immediate assistance 4.5 Comply with laws, relevant ethical guidelines and policy requirements that affect duty of care and dignity of risk
5. Review and report on support provided	5.1 Develop and maintain records of services provided, decisions made and follow up actions in collaboration with the person 5.2 Communicate relevant information to work colleagues and other people working with the person, with the persons consent 5.3 Reflect on own role in providing support and use learning to enhance future practice 5.4 Seek advice, supervision and debriefing from workplace supervisor based on identified needs

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMHS005 Provide services to people with co-existing mental health and alcohol and other drugs issues

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked collaboratively to provide services to at least 3 people with co-existing mental illness and AOD issues

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

values, philosophies and service delivery models of the AOD and mental health sectors, their similarities and differences, including:

holistic and strength based approaches

recovery and recovery oriented practice

harm minimisation

power relations and dynamics, including empowerment/disempowerment, language

access, equity, rights based practice and social justice

dignity of risk

legal and ethical considerations (international, national, state/territory and local) for dealing with people with co-existing issues, and how these are applied in organisations and individual practice:

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and individuals accessing the service

specific mental health/AOD legislation and its impact on individual workers

work role boundaries – responsibilities and limitations

children in the workplace

work health and safety

safety and risk management considerations and strategies, including:

identification

prevention

minimisation strategies

evidence based de-escalation techniques, conflict resolution and negotiation skills

substances and AOD work, including:

common types of illegal and legal substances, including medications, tobacco and caffeine

harms, including common impacts of long-term use

common signs and symptoms of use, dependency and withdrawal

different models of approach, including harm minimisation and abstinence

drug tolerance

relapse prevention strategies

basic knowledge and general understanding of interactions between common types of mental health medications and other substances

interactions and risk factors between common types of mental health medications and other substances

evidence-based mental health practice including National practice standards for the mental health workforce

role and use of standard screening tools to identify co-existing mental health/AOD issues

available services and support strategies appropriate to those with co-existing issues, including those beyond AOD and mental health

techniques and processes for developing, documenting and implementing a plan of action to address co-existing issues

models of change and basic principles of motivational interviewing

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMHS006 Facilitate the recovery process with the person, family and carers

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to work collaboratively with a person with mental illness and/or AOD issues to establish a basis for participation of family and carers in their individual recovery process and to facilitate ongoing participation in line with the person’s needs and wishes.

This unit applies to work with people with mental illness and/or AOD issues.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Involve the person, carers and families in planning support during recovery	1.1 Identify benefits and issues related to family and carer participation in recovery processes 1.2 Discuss with the person appropriate involvement of family and carers 1.3 Work with the person to identify and agree on specific roles and responsibilities and accurately record in the person’s recovery plan 1.4 Consult with identified family, carers and other relevant stakeholders in line with the person’s consent 1.5 Gauge level of relevant knowledge, skill and involvement of carers and family as a basis for identifying additional support requirements 1.6 Provide information, resources, referrals and education to meet the needs of carers and families within scope of own work role 1.7 Engage with the person, family and carers to plan provision of appropriate support in line with the person’s consent 1.8 Establish a relationship with the person, family and carers within boundaries of own work role 1.9 Clarify expectations of carers and family and provide relevant additional information to support and manage realistic expectations
2. Facilitate recovery with appropriate involvement of carers and family	2.1 Involve carers and family in the person’s recovery process with consent of the person and in line with recovery plan 2.2 Maintain relationship with carers and family to identify changing carer needs and to identify support needs of carers within boundaries of own work role 2.3 Assist the person to identify ways in which their behaviour may be positively or negatively influenced by others 2.4 Assist the person to identify ways they may positively or negatively affecting family and carers
3. Monitor and review involvement of carers and family	3.1 Monitor carer and family participation in collaboration with the person to ensure ongoing effectiveness and consent of the person 3.2 Monitor any potentially negative influences on the person and bring these to the carer and family’s attention 3.3 Take action to maintain well being and safety of self, the person and other stakeholders 3.4 Complete and maintain required documentation

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMHS006 Facilitate the recovery process with the person, family and carers

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked collaboratively to identify, plan, implement and monitor family and carer participation in the recovery processes for at least 3 different people

used effective communication with both the person, their and family/carers

reflective listening and responding

development of empathy and rapport

recognition of non-verbal triggers

negotiation and conflict resolution techniques

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (international, national, state/territory and local) regarding consumer and carer participation in planning and recovery, and how these are applied in organisations and individual practice:

codes of practice

discrimination

dignity of risk

duty of care

human rights

informed consent

mandatory reporting

practice standards

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and individuals accessing the service

specific mental health legislation and its impact on individual workers

work role boundaries – responsibilities and limitations:

role of other workers

roles of family and carers

work health and safety

values and principles of the mental health sector, including:

recovery

recovery oriented practice

health promotion and prevention

holistic approach

empowerment/disempowerment

access and equity

early intervention

rights

social justice and inclusion

citizenship

principles and practices underpinning consumer and carer participation in recovery and service provision

available consumer and carer services and resources

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPOL001 Contribute to the review and development of policies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCPOL402C/CHCPOL301B. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to review existing policies, consult with stakeholders on potential changes and write reports to inform policy development.

This unit applies to workers who interact with clients and external stakeholders and have input to the development of organisation policies and procedures under broad guidance from others.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.\

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Review existing policies	1.1 Identify organisation policies and assess them for relevance, currency and effectiveness in current work 1.2 Identify and evaluate the impact of the broader policy context 1.3 Establish key stakeholders to be consulted about potential policy changes
2. Consult with others regarding change	2.1 Plan consultation methods relevant to the client group and organisation 2.2 Develop clear documentation to support the consultation process 2.3 Explain policy information to clients and other stakeholders, involving translation services according to need 2.4 Consult with clients and other stakeholders about impact of policy and potential changes 2.5 Promote informed policy debate enabling exchange of views and information between clients and other stakeholders
3. Contribute to policy advice	3.1 Collate and analyse findings of research and consultation processes 3.2 Evaluate factors impacting on quality or outcomes of research or consultation and incorporate in reports 3.3 Draft reports using language and format appropriate to audience, purpose and context 3.4 Incorporate reasoned argument and substantiated evidence into report 3.5 Provide draft report to stakeholders and decision makers for consideration 3.6 Present report in line with organisation standards

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPOL001 Contribute to the review and development of policies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCPOL402C/CHCPOL301B. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

contributed to the review and development of policies for at least 1 organisation, taking account of:

broader industry or government policy context

legislative and regulatory impacts

engaged in consultation with at least 3 different clients and/or external stakeholders

prepared at least 1 report documenting findings and recommendations for the development or revision of policies and procedures

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical context (international, national, state/territory, local) for policy review and development in the sector of work:

codes of practice

duty of care

human rights

privacy, confidentiality and disclosure

policy frameworks

rights and responsibilities of workers, employers and clients

work health and safety

current industry developments and context for policy development

individual organisation policies impacting on the worker, the organisation and its target groups

ways to assess the effectiveness of current policies

basic research methodologies and tools:

desk-based

quantitative

qualitative

consultation methodologies and their appropriateness for different audiences:

surveys

interviews

focus groups

type and features of documentation/information used to support consultation processes

report formats and structures

report writing techniques

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including organisation policies, procedures and data

modelling of industry operating conditions, including:

consultation activities with real people

interactions with supervisors

presence of timelines, budgets and deadlines

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPOL002 Develop and implement policy

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Correction on number of element 3. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to research, develop and implement new policy initiatives.

This unit applies to workers who are directly responsible for driving new policy directives across a business unit, team or service.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Research new policy initiatives	1.1 Evaluate existing policies to determine their currency and relevance 1.2 Evaluate current policy trends and their impact on policy development 1.3 Complete research and consultation in accordance with organisation policies and procedures 1.4 Facilitate open constructive discussion about policy issues and their possible resolution
2. Draft policies	2.1 Select and use policy formats and structures suited to policy users 2.2 Draft policies that reflect the culture, values and objectives of the organisation 2.3 Clearly and logically articulate policy requirements and other information that supports policy statements 2.4 Develop plans for policy resourcing, implementation and review
3. Test draft policies	3.1 Develop and implement consultation mechanisms for draft policies 3.2 Identify policy implementation issues with key stakeholders 3.3 Modify draft policies according to outcomes of consultation 3.4 Give sufficient notice to those affected by policy changes
4. Develop policy proposals	4.1 Prepare policy materials that support implementation and facilitate stakeholder understanding and acceptance of changes 4.2 Present policy proposals to decision-makers according to organisation requirements 4.3 Seek and gain formal approval according to organisation requirements
5. Implement and review policies	5.1 Develop policy implementation plan that maximises impact of new and revised policies 5.2 Develop and use strategies that facilitate wide promotion and dissemination of policy information 5.3 Implement evaluation plan to ensure ongoing review of policies 5.4 Review policies in accordance with organisation policies and procedures 5.5 Obtain and respond to stakeholder feedback during marketing, promotion and implementation of policies and use learning to inform further review of policies

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPOL002 Develop and implement policy

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Correction on number of element 3. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

researched, drafted, developed and implemented at least 1 policy initiative for at least 1 business unit or organisation

engaged in consultation with at least 3 different stakeholders, including:

individuals

groups or organisations

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical context (international, national, state/territory, local) for policy development in the sector of work:

codes of practice

duty of care

human rights

privacy, confidentiality and disclosure

policy frameworks

rights and responsibilities of workers, employers and clients

work health and safety

current industry developments and context for policy development, including funding body requirements

policy trends at global, national, state/territory and local levels

organisation strategic focus and philosophy within which policies are developed

key stakeholders at local, state/territory and national level

principles and practices of policy development and implementation:

research - methodologies and tools

consultation

methodologies and appropriateness for different audiences

types and features of documentation/information used to support consultation

stakeholder engagement and management

approval processes

structures and formats for policy documents

implementation considerations and processes

evaluation and review

report writing techniques

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

organisation policies and procedures

organisation data

modelling of industry operating conditions, including:

consultations with organisation stakeholders

interactions with management and decision-makers

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPOL003 Research and apply evidence to practice

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTCOM502/CHCPOL501A. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to establish the information need, gather information and critically analyse the information for relevance to own work.

This unit applies to health and community service workers who need to research existing information to support and improve their work practice. It does not cover primary research.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Plan information gathering activities	1.1 Identify situations where research may be required to support and improve own work practice 1.2 Evaluate current trends in own area of practice 1.3 Establish and define research objectives 1.4 Identify and access credible sources of data and evidence
2. Gather information	2.1 Evaluate and select methods of gathering information 2.2 Gather information using a systematic approach 2.3 Establish relevance of information according to objectives and work requirements 2.4 Facilitate analysis by organising information in a way that supports its analysis and future use
3. Analyse information	3.1 Prioritise information based on the information need 3.2 Compare and contrast different sources of information 3.3 Assess the strength, relevance, reliability and currency of the information in the context of own work 3.4 Assess the feasibility, benefits and risks associated with the information 3.5 Make and document conclusions based on findings
4. Use information in practice	4.1 Assess ways in which different aspects of information may be used 4.2 Use information and learning from research to identify potential areas for change in current practice 4.3 Identify issues that require further research and evaluation 4.4 Develop actions to address outcomes of research

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPOL003 Research and apply evidence to practice

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Amended modification history and mapping. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

completed research activities and developed actions based on research outcomes for at least 2 different issues within own field of practice

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

different reasons for undertaking research:

comparison

hypothesis testing

trend identification

own knowledge extension

strengthen quality of own practice

sources of information, including established information sources and current research within own area of practice

principles and models of evidence-based practice, including:

rules of evidence

duty of care requirements associated with evidence-based practice

differences between evidence-based practice, continuous quality improvement and research

ways to evaluate the validity of information sources

research processes and how to use them

cultural and ethical considerations for research

processes that support analysis of information and how to use them, including:

comparing

contrasting

challenging

reflecting

distinguishing relevant from irrelevant

drawing interdisciplinary connections

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including current research, evidence-based studies and industry intelligence

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRP001 Develop and maintain networks and collaborative partnerships

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Correction of modification history and mapping - CHCNET301D and CHCNET404B removed
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCNET402B/ CHCNET501C/ CHCNET503D. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to identify networking and collaboration needs and develop formal and informal partnerships to enhance service delivery and improve professional practice.

This unit applies to work in all industry sectors, and to individuals who take pro-active responsibility for improving collaboration between workers and organisations.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Identify networking and collaboration needs and opportunities	1.1 Evaluate the ways in which individual and organisation performance may be improved through collaboration 1.2 Identify and prioritise organisation and individual needs 1.3 Identify gaps in networks and collaborative practice and identify required action to fill the gap
2. Develop collaboration strategies	2.1 Gather and review information about relevant services, organisations and key people 2.2 Pro-actively initiate relationships with other inter and intra sectoral professionals and organisations 2.3 Share information and resources, where possible, with other organisations to overcome duplication in service delivery 2.4 Maintain currency and accessibility of information 2.5 Define and document the type and level of collaboration, and negotiate with the relevant people
3. Work collaboratively	3.1 Identify opportunities that meet client, personal and organisation goals 3.2 Plan and implement integrated projects and service delivery 3.3 Liaise with staff from relevant organisations on a formal and informal basis
4. Represent the organisation	4.1 Promote a positive image of the organisation at available opportunities 4.2 Communicate issues, policies and practices of the organisation in appropriate formats 4.3 Implement confidentiality measures that protect client, organisation and network
5. Maintain and enhance networks and collaborative partnerships	5.1 Maintain networks and other work relationships to provide identifiable benefits for clients and the organisation 5.2 Improve and maintain networks and collaborative partnerships 5.3 Monitor benefits to worker, organisation and client group in ongoing participation 5.4 Evaluate strengths and weaknesses of collaborations and make recommendations for action

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRP001 Develop and maintain networks and collaborative partnerships

Modification History

Release	Comments
Release 2	This version was released in CHC Community Services Training Package release 3.0. Correction of modification history and mapping - CHCNET301D and CHCNET404B removed.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCNET402B/ CHCNET501C/ CHCNET503D. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

developed strategies for networking and collaboration for at least 1 organisation

worked collaboratively with external individuals or groups in at least 3 different service delivery situations

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for collaborative practice, including:

copyright and intellectual property

privacy, confidentiality and disclosure

principles of networking and collaboration

different types of networks and collaboration:

organisational

individual

virtual

formal/informal

benefits of networking and collaboration:

for clients

for the organisation

for the worker

values, limitations and dynamics of networks and collaborative partnerships

industry structure and interrelationships between different organisations, both public and private

established networks in relevant area of work:

structure

key stakeholders

vision and purpose

opportunities for participation

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including information relating to peak bodies, network groups and web based network services

modelling of industry operating conditions, including presence of situations that allow interactions with individuals and organisations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRP002 Collaborate in professional practice

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Application

This unit describes the skills and knowledge required to establish, implement and evaluate collaborative practice.

This unit applies to health and community service practitioners who may collaborate on the delivery of services to individual clients, groups of clients, communities or sub-populations. They may work individually with shared clients, together with individual clients or work on projects or programs that address the needs of groups or sub-populations. Work is self-directed.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Incorporate collaboration into own practice	1.1 Establish and maintain sustainable relationships based on mutual respect and trust 1.2 Cultivate collaborative communities and partnerships based on the potential benefits for clients, self and others 1.3 Reflect on the blockers to effective collaboration and adopt personal philosophies and behaviours in response 1.4 Source, review and use information sources that support collaboration 1.5 Identify and pursue opportunities for collaboration
2. Establish collaborative approaches	2.1 Establish shared understandings of objectives and parameters 2.2 Agree on ways of working that acknowledge the different contributions of those involved and the need for an holistic approach 2.3 Acknowledge and integrate ethical approaches to information sharing and privacy 2.4 Identify and respond to professional and practical considerations including intellectual property issues 2.5 Organise, allocate and document tasks and activities in a cost-effective and equitable manner with clear, agreed outcomes
3. Implement collaborative approaches	3.1 Promote the confidence and support of others by demonstrating a high standard of personal engagement and professionalism 3.2 Contribute and share own professional expertise 3.3 Identify and act on opportunities to extend own expertise and learn from others as work progresses 3.4 Challenge, test and share ideas in a supportive way 3.5 Embrace and reflect on challenges and complexities and take responsibility for finding solutions 3.6 Honour own commitments and take responsibility for outcomes
4. Evaluate collaboration	4.1 Engage in an open process of review and evaluation with others 4.2 Reflect on own level of participation, relationships with others, and personal behaviour 4.3 Identify and seek opportunities to refine and expand own expertise

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRP002 Collaborate in professional practice

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

established, implemented and evaluated a collaborative approach to at least 3 different projects or service delivery situations, demonstrating skills to address complex and interrelated challenges using:

collaborative communication

critical thinking

problem solving

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for collaborative practice, including:

copyright and intellectual property

privacy, confidentiality and disclosure

types of collaboration and collaborative projects that apply to particular areas of community services and health practice

different services models and professional philosophies in community services and health practice

types of behaviours that support effective collaborative relationships

benefits of collaboration for individuals, organisations and communities, including the value of collaboration as a problem-solving tool

types of tools and documents to support the establishment, implementation and maintenance of collaborative practice

typical blockers to the collaborative process, particularly in a service delivery context

different roles played by people in a collaborative process

typical problems encountered in a collaborative process and how they may be avoided or resolved

ways of evaluating projects in terms of their success as collaborative undertakings

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources

modelling of industry operating conditions, including presence of situations that allow interactions with individuals and organisations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRP003 Reflect on and improve own professional practice

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to evaluate and enhance own practice through a process of reflection and ongoing professional development.

This unit applies to workers in all industry sectors who take pro-active responsibility for their own professional development.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Reflect on own practice	1.1 Undertake self-evaluation in conjunction with supervisors and/or peers 1.2 Reflect on and recognise the effect of values, beliefs and behaviour in practice 1.3 Share two-way, open and evaluative feedback with co-workers or peers 1.4 Actively seek and reflect on feedback from clients, organisations or other relevant sources
2. Enhance own practice	2.1 Determine improvements needed based on own evaluation and feedback from others 2.2 Identify potential support networks both internal and external to the organisation 2.3 Seek specialist advice or further training where need is identified 2.4 Recognise requirements for self-care and identify requirements for additional support 2.5 Devise, document and implement a self development plan that sets realistic goals and targets
3. Facilitate ongoing professional development	3.1 Access and review information on current and emerging industry developments and use these to improve practice 3.2 Assess and confirm own practice against ethical and legal requirements and opportunities 3.3 Identify and engage with opportunities to extend and expand own expertise 3.4 Regularly participate in review processes as a commitment to upgrading skills and knowledge

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRP003 Reflect on and improve own professional practice

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

undertaken a structured process to reflect on and improve own practice and created 1 personal development plan that includes:

goals

timeframes

ways of measuring progress

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for reviewing and improving own practice, including:

codes of practice

duty of care

rights and responsibilities of workers and employers

work role boundaries – responsibilities and limitations

models and processes of professional reflection

professional development opportunities, including:

industry networking

professional associations

training requirements and options

informal and formal ways of learning and developing

principles and techniques for:

creating a personal development plan

personal goal setting

setting realistic timeframes

measuring progress and performance

types of work methods and practices which can improve performance

learning styles and how they relate to different individuals

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRP004 Promote and represent the service

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to promote and represent the organisation to the community, including developing responses to negative publicity and perception.

The unit applies to work in all industry sectors, and to individuals who work with significant autonomy, most likely in management roles.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Promote the service to the community	1.1 Identify, access and analyse information that informs promotional activities 1.2 Identify and target community stakeholders and their particular interests 1.3 Provide accurate and positive information to the community about the service 1.4 Facilitate opportunities for the community to view and contribute to the service 1.5 Target communications to areas where the profile needs raising or clarifying 1.6 Prepare and use community information materials and resources 1.7 Develop information campaigns to address particular issues 1.8 Encourage staff to participate in appropriate forums
2. Represent the service	2.1 Clearly and accurately communicate the philosophy, purpose, policies and procedures of the service within scope of own role 2.2 Promote the organisation consistently to external bodies that affect service operations, role and funding 2.3 Identify and use opportunities for promotion constructively 2.4 Respond to, and follow up questions and concerns about the service 2.5 Represent the service’s need for resources to appropriate forums and organisations 2.6 Represent the perspective and experience of the service to relevant forums and organisations
3. Respond to negative publicity and perceptions	3.1 Seek advice from stakeholders and supporters in the community 3.2 Nominate a spokesperson to represent the service 3.3 Ensure communications used do not exacerbate existing negative perceptions 3.4 Review organisation policies in light of issues raised 3.5 Analyse negative publicity and perceptions about the service and develop and implement a strategy to deal with these issues

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRP004 Promote and represent the service

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

represented at least 1 community sector organisation and its philosophies, purpose and policies to the community through a range of methods, including at least 1 of each of the following:

written materials, publications or fact sheets

forums, workshops or presentations

developed strategies to address at least 2 examples of negative publicity or perception

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for service promotion and representation, including:

copyright and intellectual property

privacy, confidentiality and disclosure

promotion and representation:

similarities and differences

when and how each are used

key stakeholders involved

professional networks in the area of work

industry structure and interrelationships between different organisations, both public and private

current issues, concerns and debates relevant to the area of work

key aspects of planning for community promotion and engagement:

setting objectives

profiling the community/stakeholders

identifying potential partnerships

developing consultation and communication strategies:

styles and types of communication and their suitability for different situations

different types of media

different levels of community involvement

strategies for representation of the service

techniques and considerations for developing written information resources

fundamental principles of public relations and issues management

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including organisation information as basis for activities

modelling of industry operating conditions, including presence of situations that allow interactions with individuals and organisations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRP005 Engage with health professionals and the health system

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence

Application

This unit describes the skills and knowledge required to work within the health care system and engage effectively with other health professionals, including writing referral reports.

This unit applies to individuals working in health or community services who work autonomously with clients in the provision of services.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Use health care systems and services	1.1 Identify health care systems and services with links to own practice 1.2 Research and maintain information about other health services to support own practice 1.3 Offer current and accurate information about other health care services 1.4 Provide clear and accurate information to clients about their financial and eligibility issues 1.5 Identify and use opportunities to maintain, extend and update knowledge
2. Interact with health professionals	2.1 Establish effective relationships with workers from different sectors and levels of the industry according to work role 2.2 Use accepted industry language and terminology when sharing information 2.3 Work collaboratively to both seek and share information
3. Make referrals to health professionals	3.1 Determine need for referral to other professional health services based on client needs and assessment indications 3.2 Clearly communicate the need for referral to the client and explain rationale 3.3 Ensure referral occurs with consent of client and within confidentiality standards 3.4 Write referral report, including clear and accurate information about results of own testing or assessment 3.5 Structure information logically, using language that will be understood by the report recipient 3.6 Make recommendations within scope of own practice and expertise

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRP005 Engage with health professionals and the health system

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

researched and selected relevant information about the Australian health care system for use in own practice

developed at least 3 referral reports for different clients using appropriate language and terminology

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

structure, function and interrelationships of the Australian health care system

health care professions and allied health services, how they interrelate and their relationship to specific area of practice

scope of own practice and limitations of own role within the health system

health system funding and financial structures, and implications for practice and clients

public and private systems

health fund eligibility

current and emerging health industry issues

other services to which the practitioner may refer clients

referral reports:

what information they should include

how they should be structured

limitations of information and/or recommendations

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources

modelling of industry operating conditions, including presence of situations that allow interactions with individuals and organisations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT001 Identify and respond to children and young people at risk

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to support and protect children and young people who are at risk of harm. This work occurs within legislative and policy frameworks and carries a duty of care responsibility.

This unit applies to workers in a range of job roles providing services to children and young people including in community services and health contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Implement work practices which support the protection of children and young people	1.1 Identify children and young people at risk of abuse or neglect by observing signs and symptoms, asking open and non-leading questions, being aware of protective issues and using child protection procedures where appropriate 1.2 Respond to disclosure, information or signs and symptoms in accordance with state legislative responsibilities and the service policies and procedures 1.3 Routinely employ child-focused work practices to uphold the rights of the child and encourage them to participate in age-appropriate decision-making 1.4 Employ communication and information-gathering techniques with children and young people in accordance with current recognised good practice 1.5 Ensure decisions and actions taken are within own level of responsibility, work role, state legislation and service policies and procedures
2. Report indications of possible risk of harm	2.1 Accurately record relevant specific and general circumstances surrounding risk of harm in accordance with state legislation, service policies and procedures and ethics 2.2 Promptly record and report risk-of-harm indicators, including the circumstances surrounding the risk of harm according to service policies and procedures 2.3 Ensure writing in reports is non-judgemental 2.4 Work collaboratively with relevant agencies to ensure maximum effectiveness of report
3. Apply ethical and nurturing practices in work with children and young people	3.1 Protect the rights of children and young people in the provision of services 3.2 Identify and seek supervision support for issues of ethical concern in practice with children and young people 3.3 Employ ethical and nurturing practices and observe professional boundaries when working with children and young people 3.4 Recognise and report indicators for potential ethical concerns when working with children and young people

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Reading - in order to read and understand forms and to make accurate reports Writing - in order to record details of children and young people at risk and to make reports using handwritten skills and computer skills

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT001 Identify and respond to children and young people at risk

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: implemented work practices which support the protection of children and young people, including: complying with regulations, legislations and duty of care responsibilities employing child-focused work practices to uphold the rights of children and young people maintaining confidentiality providing appropriate responses in the protection of children and young people read and interpreted the procedures for reporting children at risk in line with organisational expectations and legislative requirements.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: indicators of the different types and dynamics of abuse as they may apply to age, gender, disability, culture and sexuality child protection legislation in the relevant state or territory United Nations Convention on the Rights of the Child impact of risk of harm duty of care responsibilities trauma-informed care ethical considerations including: approaches that incorporate the conventions on the rights of the child, and human rights obligations as defined by the job specification and employing organisation obligations as stated in relevant codes of practice, licensing, accreditation registration to professional bodies, service agreements principles of ethical decision-making overview of legal system and how it pertains to the job role, in particular: child protection system, including reporting protocols, responses to reporting and interagency policies state/territory requirements and processes for notifying suspected abuse and reporting process statutory and policy requirements relating to job role organisation standards, policies and procedures.

Assessment Conditions

Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT002 Support the rights and safety of children and young people

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to address duty of care requirements, working within an ethical framework and applying relevant legislation, codes of conduct, international agreements (such as the Convention on the Rights of the Child), policies and procedures in identifying, responding and supporting children’s and young people’s rights and safety.

This unit applies to workers involved in delivering services to children and young people in a wide range of community services and work contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Implement work practices which support the protection of children and young people	1.1 Comply with lawful instructions, regulations, duty of care and boundaries of practice in all work activities 1.2 Routinely employ child-focused work practices to uphold the rights of children and young people to participate in decision-making where it is age appropriate 1.3 Use communication and information-gathering techniques with children and young people in accordance with current recognised good practice 1.4 Ensure decisions, responses and actions taken are appropriate and within own work role, legislative requirements and organisation procedures 1.5 Continually update own knowledge and skills as required to work effectively and participate in practice supervision processes 1.6 Maintain confidentiality as appropriate
2. Identify indicators of abuse and act appropriately	2.1 Identify children and young people at risk of harm by routinely implementing child protection procedures when appropriate 2.2 Respond to disclosure in accordance with accepted standards, techniques and legislative obligations 2.3 Gather and record information about the child’s or young person’s behaviour and identify uncharacteristic behaviour 2.4 Monitor the circumstances of children who are identified as highly vulnerable to abuse 2.5 Promptly report risk of harm indicators in accordance with statutory and organisation procedures 2.6 Work collaboratively with relevant agencies to ensure maximum effectiveness of report
3. Apply ethical practices and safeguard the rights and interests of children and young people	3.1 Identify and seek supervisor support for issues of ethical concern in practice with children and young people 3.2 Develop ethical practices for implementing professional boundaries consistent with child protection legislation in relevant jurisdiction 3.3 Recognise indicators for potential ethical concerns when working with children and young people 3.4 Report unethical behaviour according to organisational procedures and policies

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Learning - in order to review and plan updates of own skills
Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT002 Support the rights and safety of children and young people

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: implemented work practices which support the protection of children and young people, including: complying with regulations, legislations and duty of care responsibilities employing child-focused work practices to uphold the rights of children and young people maintaining confidentiality providing appropriate responses in the protection of children and young people used appropriate communication strategies to gather information from children and young people identified and responded to indicators of children or young people at risk of harm and abuse on at least three separate occasions, including: gathering and recording information about the child or young person identifying uncharacteristic behaviour of child or young person monitoring the circumstances of children identified as highly vulnerable reported risk-of-harm indicators sought support from supervisor for issues of ethical concern.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: child- and young person-focused practices child protection system, including polices and protocols common legal issues when working with children and young people risk-of-harm indicators organisation guidelines and policies and accepted standards for responding to risks of harm to children and young people overview of relevant aspects of the legal system organisation standards, policies and procedures communication techniques to engage and interact with young people.

Assessment Conditions

Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRT003 Work collaboratively to maintain an environment safe for children and young people

Modification History

Release	Comments
Release 4	Correction of mapping and metadata CHCRF301E removed. Equivalent outcome.
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Changes to metadata and links. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes CHCPROT429A. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to work within an established child protection framework. It also covers standard protocols to maintain a safe environment for children and young people.

This unit applies to a range of child protection work occurring in an interagency framework of practice.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Implement principles of child protection	1.1 Perform work requirements according to legal, political and community expectations of child protection work 1.2 Demonstrate understanding of the child protection system, roles and responsibilities of key agencies 1.3 Recognise the impacts of child abuse and neglect in the processes of investigation and assessment
2. Apply agreed protocols and guidelines for collaborative practice	2.1 Conduct all work within agreed guidelines of collaborative practice 2.2 Prioritise experiences of child when supporting needs, rights and interests of the child 2.3 Acknowledge and manage challenges of child protection work in a collaborative practice framework 2.4 Apply effective safe work and self-management strategies in child protection duties
3. Work collaboratively with children and families from diverse backgrounds	3.1 Identify risk factors for families and support them to address these risks 3.2 Respond appropriately to children and families with culturally and linguistically diverse backgrounds 3.3 Develop effective working relationships with agencies supporting children and families from diverse backgrounds 3.4 Liaise and consult with other agencies and personnel as appropriate 3.5 Provide referrals to support families

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Oral communication – in order to facilitate collaborative discussions with children and their families. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRT003 Work collaboratively to maintain an environment safe for children and young people

Modification History

Release	Comments
Release 4	Correction of mapping and metadata CHCRF301E removed. Equivalent outcome.
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Changes to metadata and links. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes CHCPROT429A. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks: worked collaboratively with at least two families, including: applying a range of collaborative work practices when working with families, children, young people, colleagues and other agencies adhering to child protection principles and work practices while performing work role applying self-management strategies and safe work principles communicating and responding appropriately to children and families supporting families to ensure that the child or young person is safe performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work in at child protection service.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of: legal, social and political context of child protection work interagency framework and agreed protocols roles and responsibilities of key agencies and personnel effects of child abuse and neglect and its impact on the process of investigation and assessment agreed guidelines of collaboration worker safety and self-management principles cultural and linguistic differences organisation standards, policies and procedures.

Assessment Conditions

Skills must be demonstrated in the workplace In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCSET001 Work with forced migrants

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to work with, and for, refugees within an ethical, social, political and economic context.

This unit applies to work within an agency, directly or indirectly, involved with the provision of services to forced migrants, people with Refugee or special humanitarian visas, those granted refugee status in Australia, business and skilled migrants whose prime motivation for leaving their country was to escape violence and/or persecution, and the immediate family members of anyone from the aforementioned groups.

Workers will have limited responsibilities and work within established guidelines to develop, monitor and provide support and services in a range of areas, including but not limited to, settlement, accommodation, counselling, financial advice, family services, youth work, income support, education, health care and crisis intervention.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop a professional rapport with people who are forced migrants	1.1 Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices 1.2 Identify how one’s own ethnicity, religion, class and gender will affect interactions with clients and modify approach appropriately 1.3 Identify the communication needs of clients who are newly arrived, traumatised and confused and modify approach appropriately 1.4 Identify where an interpreter is needed and work to ensure that appropriate interpreter services are accessed
2. Plan settlement services	2.1 Identify current issues which may impact on own work or organisation 2.2 Collect, discuss and use the views of key stakeholders and representatives from relevant target groups when determining service requirements 2.3 Develop and maintain links with workers with complementary roles in the provision of settlement services 2.4 Evaluate issues in relation to a person’s culture, family background and interest and modify plan appropriately 2.5 Identifying specific needs of individuals and determine learning program requirements 2.6 Document and agree plan with client and other relevant service providers or stakeholders
3. Address issues associated with people who are forced migrants	3.1 Provide support to clients using a collaborative approach 3.2 Discuss and provide information regarding the range of services available in Australia and the importance of using these services 3.3 Take into account the culture, religion, gender and experiences of the person in all actions and decisions 3.4 Recognise trauma and refer to appropriate personnel or services 3.5 Support clients to deal with loss and grief 3.6 Support clients to deal with discrimination from both the mainstream community and from other ethnic groups 3.7 Support client to make appropriate links both within their own community and within the broader Australian community 3.8 Refer clients to other service providers as required
4. Monitor and review support	4.1 Obtain ongoing feedback from clients in relation to service and support 4.2 Evaluate progress in relation to service provision plan 4.3 Monitor stress and emotions of self and colleagues and implement strategies to maintain wellbeing 4.4 Identify opportunities for improved service provision and modify approach

Foundation Skills

The Foundation Skills describe those required skills employability skills, language, literacy and numeracy) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCSET001 Work with forced migrants

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

developed, delivered and monitored the delivery of a settlement plan for 3 groups of forced migrants

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national, state/territory, local) relevant to settlement services and how these are applied in organisations and individual practice:

privacy, confidentiality and disclosure

mandatory reporting

conflict of interest and maintaining professional boundaries

discrimination

access and equity

drivers and issues associated with migration and forced migration, including:

what migration is and what forms it takes

causes and impacts of forced migration

knowledge of the international protection regime

Australia’s response to forced migration

immigration processes, including how and why people selected to come to Australia

meaning of various visa subclasses

the profile of the current humanitarian program entrants, their experience and the impact of this on their settlement needs

settlement process, practices and policies in Australia, including:

current and historical context of work in this sector

social, political and economic context in which the sector operates

what is settlement: current theories, phases and indicators

practical and emotional settlement needs of new migrants

services available to new migrants and how these services can be accessed

settlement plans and how they are developed

government service principles

service delivery frameworks

refugee experience and recognising effects of grief, loss, stress, torture and trauma

post traumatic stress disorder

the impact of migration on the family and the impact of change roles within the family

the importance of identity, including recognising the significance of giving clients a chance to define themselves according to either their ethnicity or their current circumstances

availability of resources and assistance within, and external to, the organisation, including relevant referral networks and how to access their services

strategies for the worker to maintain their own well being and to support the well being of colleagues and clients

international and Australian perspectives on gender, class, culture and religion

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCSOH001 Work with people experiencing or at risk of homelessness

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence Additional assessor requirements

Application

This unit describes the skills and knowledge required to work with people who are experiencing homelessness or at risk of becoming homeless, including women and children experiencing family violence.

This unit applies to work in a range of roles at any level within a community services and health context.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Address issues associated with people who are experiencing homelessness or risk of becoming homeless	1.1 Be aware of own personal values and attitudes regarding homelessness and take these into account when planning and implementing work activities 1.2 Identify barriers in accessing safe, secure housing for people in specific circumstances experiencing homelessness or at risk of becoming homeless 1.3 Where appropriate, ensure opportunities are provided for the person to participate in service planning and support activities 1.4 Assess the personal safety of those experiencing homelessness or at risk of becoming homeless, including young homeless to ensure they are not in an unsafe situation and report and refer appropriately 1.5 Assess issues impacting on the person’s homelessness risk or situation and modify the approach to service delivery 1.6 Work with the person to identify and discuss potential solutions to complex issues raised, including referral to appropriate services and personnel 1.7 Provide advice and assistance on housing options
2. Support and advocate for people who are experiencing homelessness or at risk of becoming homeless	2.1 Advocate and negotiate for services in conjunction with the person and according to the person’s needs 2.2 Support the person to advocate and/or negotiate on their own behalf and to deal with discrimination 2.3 Negotiate and create access pathways to support services and the full range of social and private housing providers 2.4 Use a range of advocacy techniques that take into account differing cultural backgrounds, are age appropriate and gender sensitive 2.5 Advocate within the community to facilitate addressing issues on behalf of people who are experiencing homelessness or at risk of becoming homeless

Foundation Skills

The Foundation Skills describe those required skills (employability skills, language, literacy and numeracy) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCSOH001 Work with people experiencing or at risk of homelessness

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence Additional assessor requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked collaboratively with 3 people (including women and children experiencing family violence) who are experiencing homelessness or are at risk of becoming homeless, to identify and address barriers and issues impacting on their ability to secure housing

provided advice to 3 people in relation to options for key agencies and services that provide appropriate housing and accommodation services

identified 1 child at risk of homelessness and followed organisation and legislative requirements for referral and reporting

advocated on behalf of 1 person and supported the person to advocate on their own behalf to negotiate options, services and pathways to address barriers and issues impacting on their ability to secure or sustain housing

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

context within which the system of housing has developed in Australia

different levels of government and their role in provision of housing

legal and ethical considerations (national, state/territory) relevant to social housing and how these are applied in organisations and in individual practice:

human rights

child protection

mandatory reporting

duty of care requirements and the law of negligence in delivering services to those experiencing homelessness or risk of becoming homeless

access and equity

privacy, confidentiality

legal system:

courts

police powers

court reports

relevant state/territory residential tenancy tribunals

principles and practice of:

community delivered service provision

holistic and client-centred service

client empowerment and disempowerment

underpinning values and philosophies relevant to working with people who are experiencing homelessness or risk of becoming homeless

cultural issues which impact on housing system for minority groups including newly arrived refugees and for Aboriginal and/or Torres Strait Islander people

changing social, political and economic context in which homelessness occurs

current and historical factors which impact on provision of housing

gender context of homelessness

range of consumers, consumer groups and stakeholders in relation to the Australian housing system, their demographics, needs, complexity of issues

primary, secondary and tertiary definitions of homelessness

structural causes which allow and maintain homelessness

range of issues impacting on people who are experiencing homelessness or risk of becoming homeless

specific issues facing individuals and existing services and outreach programs available to address their needs and rights

risk and contributing factors of homelessness

indicators of family violence, mental health issues, substance abuse and child protection issues

the complexity surrounding family violence and legal requirements when dealing with people who are experiencing family violence

housing options, range of tenures and the pathways of the homelessness service system, including crisis, transitional, community housing, public housing, housing associations, cooperatives

private rental system

own work role within the context of delivering services to homeless people

organisation’s role within the context of the sector

access pathways for transient, marginalised individuals

case management framework

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must have experience working with homelessness or social housing.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCVOL002 Lead volunteer teams

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit

Application

This unit describes the skills and knowledge required to lead and develop teams of volunteers using a participative approach and in line with organisation standards for volunteer work.

This unit applies to volunteers who are responsible for leading small teams of other volunteers in a range of sectors.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Identify and allocate tasks for team	1.1 Identify team goals with team members 1.2 Identify tasks required to achieve goals 1.3 Identify team and individual safety responsibilities 1.4 Estimate time and resources needed to complete tasks safely 1.5 Collaborate with team members to allocate individual responsibilities within the team 1.6 Ensure designated team goals are met
2. Induct and develop others within the team	2.1 Present a positive image of the organisation to other volunteers 2.2 Assist with the induction of new volunteers into the organisation’s mission, purpose, procedures, expectations 2.3 Follow up induction processes to ensure adherence to organisation policies and procedures
3. Use a participative approach to leading volunteers	3.1 Participate in team and provide assistance and support to team members as needed to ensure designated team goals are met 3.2 Seek, acknowledge and act on information and feedback provided by other team members in the work group 3.3 In consultation with team, evaluate team performance according to its goals 3.4 Provide ongoing constructive feedback to team 3.5 Give and receive supervisor feedback
4. Reflect on own performance	4.1 Apply principles of reflective practice to evaluate own performance according to team and personal goals and identify opportunities for continued performance improvement 4.2 Identify and access professional development opportunities to improve own leadership performance

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCVOL002 Lead volunteer teams

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

volunteered as a team leader of at least 2 paid and/or unpaid staff for a period of at least 30 hours in an organisation with a structured volunteer program

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

relevant policies and procedures to assist other volunteers work in line with organisation policies and procedures

relationship between paid and unpaid roles and how volunteers fit within the organisation

Universal declaration on volunteering and current national volunteering codes and standards

effective team work

leadership styles

delegation

management structure and lines of authority

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH001 Engage respectfully with young people

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to communicate effectively with young people (aged 12 to 25 years) in work roles with a specific focus on young people.

This unit applies to work undertaken in work roles where the young person is the primary client.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Communicate effectively with young people	1.1 Listen to the young person to gain understanding of their experiences 1.2 Foster communication exchanges that support the development of trust and rapport 1.3 Process information about the young person’s situation from their perspective 1.4 Use a range of appropriate communication strategies to engage with young people 1.5 Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices 1.6 Maintain young person’s confidentiality in the context that the young person is the primary stakeholder
2. Reflect understanding of youth cultures and subcultures and young person’s own development	2.1 Consider youth culture and subcultures of the young person in all actions and decisions 2.2 Consider the young person’s individual development in all actions and decisions 2.3 Evaluate issues in relation to young person’s culture and modify approaches appropriately 2.4 Select activities and resources to promote awareness, respect the young person and value diversity 2.5 Establish guidelines that are relevant to the culture and background of the young person 2.6 Assess the impact of own cultural values, cultural lens and ethnocentrism in youth work
3. Work with the young person as the focus	3.1 Apply youth-centred practices when working with young people 3.2 Respect the rights, needs and responsibilities of the young person 3.3 Explain worker rights and responsibilities to the young person as necessary 3.4 Establish a professional relationship and boundary expectations with the client 3.5 Identify and manage power inequities in the professional relationship 3.6 Apply principles of ethical decision-making in working with young people
4. Reflect on own practice and values	4.1 Identify opportunities to reflect on own interactions and practices with young people 4.2 Recognise areas where own biases, background and opinions may have impacted on work with the young person 4.3 Seek opportunities to address any concerns or areas for development

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Oral communication – in order to engage and establish collaborative, professional relationships with young people. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Range of Conditions

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Range is restricted to essential operating conditions and any other variables essential to the work environment.
Context for youth work must include one or more of the following:	centre-based work drop-in centres, recreational facilities housing and residential services outreach and home visits, street, parks schools online youth work, web-based, emails, discussion rooms telephone contact

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH001 Engage respectfully with young people

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: applied youth-centred practices when working with young people, including: using interpersonal skills to engage with at least three young people applying engagement skills with young people with diverse range of presenting issues and experiences applying principles of ethical decision-making to ethical dilemmas when the young person is the primary client establishing and maintaining a professional relationship with at least one group of young people.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of: aspects of human behaviour and development related to young people, their personal and social development and relationships current issues facing young people and existing services to address their needs and rights different world views and the interrelationship of society, culture and the young person diversity in all forms – across cultural, sexuality, ability, socioeconomic and geographic spheres, and the experiences of migrants, refugees and asylum seekers own cultural values, cultural lens and ethnocentrism own work role within the context of the youth sector access and equity principles principles of ethical decision-making statutory frameworks in which the work role functions the impact of judgement-making skills in working with young people youth-centred practices with focus on the young person as the primary stakeholder youth cultures, social, political and economic and professional frameworks.

Assessment Conditions

Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH002 Work effectively with young people in the youth work context

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to work in the youth work context.

The unit focuses on historical and contemporary youth sector practice and understanding of the current status of young people.

This unit applies to work undertaken in all youth work roles where the young person is the primary client.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Apply understanding of the social, historical, economic, legal and political contexts of young people	1.1 Assess and respond to the needs of young people within the context of their experiences 1.2 Research, analyse and maintain up-to-date knowledge and awareness of the social, political, economic and legal contexts of young people 1.3 Research, analyse and apply understanding of youth policy in practices of youth work 1.4 Apply understanding of the historical and cultural constructs of youth and the changing context of young people
2. Apply understanding of the context of youth work	2.1 Apply knowledge of youth contexts to youth work practice 2.2 Identify legal frameworks which impact on context of youth work 2.3 Research, maintain and apply models and frameworks of youth work in a variety of youth work contexts 2.4 Develop a comprehensive understanding of the youth sector
3. Work within the core values and practice frameworks of youth work	3.1 Assess core youth work practice values to ensure supports and interventions are young person-centred 3.2 Apply practice frameworks to maximise support for the young person as a unique individual 3.3 Demonstrate support for the young person’s rights and safety including access and equity of services
4. Work with understanding of the impact of values in determining the approach to working with young people	4.1 Identify and reflect on own values and experiences which may impact on approaches to youth work 4.2 Work with awareness of organisation’s values 4.3 Make sure interventions and supports are appropriate to the young person’s own values

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Range of Conditions

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Range is restricted to essential operating conditions and any other variables essential to the work environment.
Context for youth work must include one or more of the following:	centre-based work drop-in centres, recreational facilities housing and residential services outreach and home visits, street, parks schools online youth work, web-based, emails, discussion rooms telephone contact

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH002 Work effectively with young people in the youth work context

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks: followed effective processes for work with at least three young people by: checking and analysing information for assessment of risks, special needs, significant changes, and personal and social developmental levels for young people making decisions based on knowledge of the impact of cultural and personal values on behaviour and expectations providing appropriate support and/or services provided supervision and care based on assessed risk and justifiable degree of care and concern responded to risks and incidents of varying degrees of severity used clear and reassuring communication relevant to the culture of young people.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of: cultural practices which will have an impact on decisions made about what allowances are made and what rights are given and responsibilities expected current status of young people in the context of: social and cultural context of youth historical, economic, political and social contexts of young people rights, needs and responsibilities of young people risk-taking and social behaviour in young people young people as primary client changing contexts of young people processes for getting advice and assistance when there are ethical or professional issues relevance of the work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability impact of popular beliefs on values, attitudes and behaviour the organisation’s codes of conduct or code of ethics/duty of care range of specialist support services and programs available to young people social, political, historical and economic contexts of the service response to the needs and interests of young people.

Assessment Conditions

Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH003 Support young people to create opportunities in their lives

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to assist young people to identify the challenges and opportunities in their lives and to work towards their goals on an individual or group level.

This unit applies to work undertaken in all youth work roles where the young person is the primary client.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Create a relationship of trust and respect	1.1 Apply principles of youth work practice to facilitate safe individual or group processes for interaction 1.2 Identify the conditions necessary for young people to change and grow 1.3 Listen to and observe the young person’s stories experiences, and behaviour to clarify concerns and needs 1.4 Encourage and support young people to identify relationships between their issues and social structures 1.5 Respect the young person’s culture/s and way of interacting
2. Work with young people to identify their needs, rights, strengths, hopes and opportunities	2.1 Use a range of communication skills to identify and explore the young person’s challenges, strengths and resources 2.2 Encourage the client to reframe their current circumstances to support their own understanding 2.3 Identify and acknowledge circumstances outside the young person’s control 2.4 Support the young person to communicate their issues or problems in a way appropriate to their individual needs, background and culture 2.5 Take appropriate action to address immediate issues or concerns 2.6 Confirm own understanding of issues and opportunities with the young person
3. Identify goals with the young person	3.1 Use creative methods, processes and questions to consider and create possibilities 3.2 Establish with the young person their desired outcomes 3.3 Assist young people to explore future possibilities and ways of being 3.4 Identify barriers that hinder the way young people would like changes to take place
4. Develop and implement action plans	4.1 Use a range of youth work interventions to create future opportunities 4.2 Explore additional resources needed to achieve goals 4.3 Develop proposals and strategies for action plans 4.4 Measure and ensure change is noticed 4.5 Document intervention work as required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Range of Conditions

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Range is restricted to essential operating conditions and any other variables essential to the work environment.
Context for youth work must include one or more of the following:	centre-based work drop-in centres, recreational facilities housing and residential services outreach and home visits, street, parks schools online youth work, web-based, emails, discussion rooms telephone contact

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH003 Support young people to create opportunities in their lives

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks: interacted, encouraged and supported at least two young people in both an individual and a group setting, including: supporting the young people according to their circumstances and the objectives of each individual’s desired goals, individual needs, risks and circumstances, including education and employment supporting vulnerable young people and those with special needs and risks to participate in the decision-making and planning of actions and opportunities creating future opportunities for the individuals using a range of youth work interventions and documented measures of change.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of: aspects of human behaviour and development related to young people, their personal and social development and relationships statutory requirements and application of the concept of duty of care and child protection organisation reporting procedures and practice case planning practices and principles principles of effective communication and cultural practices, and customs of the community and the young people in the service relevant organisation procedures and policies related to program, service and personal support for young people, referral, reporting of young people’s issues and experiences support services and specialists and their guidelines for access and service provision.

Assessment Conditions

Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH004 Respond to critical situations

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to maintain safety through effective response to potential or actual critical situations.

This unit applies to staff working in specialist services and in residential work sites or in the community.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Implement risk-minimisation strategies	1.1 Establish framework for dealing with potential crisis situations 1.2 Undertake timely risk assessment of potential crisis situation, with due consideration for the safety of young people and others 1.3 Identify, assess and implement a variety of possible strategies to minimise risk in accordance with organisational procedures 1.4 Recognise the possible causes of incidents and assess these for relevance to the safety and welfare of young people and the service environment 1.5 Seek and provide information on potential responses to the appropriate team members for action and support 1.6 Request assistance clearly and promptly
2. Maintain a safe environment for young people	2.1 Identify and routinely implement organisation’s policies, procedures and practices designed to maximise physical and emotional safety of young person 2.2 Maintain healthy and safe environment to minimise potential for harm 2.3 Ensure all legislative and ethical requirements are met by self and those who supervise
3. Prevent escalation of violent behaviour	3.1 Routinely monitor person’s behaviour pattern to ensure aggressive or abusive behaviour is minimised 3.2 Develop plan of care outlining ways to prevent, and respond to clients’ expressions of violence against self or others, communicate it to relevant personnel and implement the plan 3.3 Anticipate potential causes of conflict and harmful behaviour and respond in a manner that promotes calm and reassurance, to prevent escalation 3.4 Use procedure to protect clients from endangering themselves or others that are consistent with legal, ethical and organisation requirements, and safety considerations 3.5 Make appropriate judgements relating to physical restraint, based on balance of risk and safety of all 3.6 Provide assistance as necessary and appropriate to the situation 3.7 Complete relevant documentation, as required
4. Secure the safety of clients	4.1 Use calm, confident and assertive communication to establish positive personal interaction and exchange information 4.2 Provide information designed to promote positive decision-making based on the relationship between actions and consequences 4.3 Present information to all relevant individuals in a clear, accurate and comprehensive manner 4.4 Select response and action designed to minimise risk, prevent escalation and to preserve the safety and security of all involved 4.5 In responses and emergency action, give priority to the protection of individuals from severe harm 4.6 Ensure use of force for maintenance of safety complies with procedures and is applied with minimum force to establish control 4.7 Complete all necessary documentation in an accurate and timely manner

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Oral communication – in order to provide calm, confident and assertive communication during high stress or crisis situations. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH004 Respond to critical situations

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: established a framework for dealing with potential crisis situations which covers: identifying and assessing risks to client safety and welfare understanding and anticipating possible causes of conflicts identifying and implementing risk-minimisation strategies providing information on possible responses to team members stating when to request assistance of others detailing types of assistance appropriate to various situations identifying equipment available to support response to potential crisis situations maintained a safe and healthy environment to minimise the risk of crisis situations used effective communication skills and techniques in all communications with client, appropriate to the situation documented actions taken according to organisational procedures and policies, clearly and accurately.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of: team roles and responsibilities and reporting requirements responsibilities of child protection reporting and duty of care understanding how critical incidents and risks arise both generally and in particular situations common mental health issues in young people principles of effective communication for counselling, risk-assessment, negotiation, mediation and information management code of conduct organisation’s policies, guidelines and procedures and emergency protocols.

Assessment Conditions

Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH005 Develop and implement procedures to enable young people to address their needs

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to monitor and upgrade organisation approaches to young people with complex needs.

This unit applies to community services work in a range of contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Develop support programs for young people	1.1 Assess specific needs of the young person and match to an existing program 1.2 Employ appropriate communication techniques to engage young person and to address specific needs 1.3 Consult relevant community organisations to identify available support programs that meet specific needs of clients 1.4 Undertake appropriate work to ensure a thorough knowledge of content, purpose and access protocols of existing programs 1.5 Provide relevant information to client as appropriate
2. Ensure that young people with complex needs receive appropriate services	2.1 Implement procedures to ensure indications of physical, emotional, psychological or sexual abuse are identified and addressed 2.2 Define and implement appropriate procedures to minimise effects of any aggressive or abusive behaviour of clients 2.3 Employ appropriate approaches and language to enable clients to express their ideas in a range of ways
3. Liaise with other services and organisations	3.1 Design and implement appropriate referral systems and procedures to ensure specific needs of clients can be addressed 3.2 Identify and access support facilities required to optimise client access to specialist services 3.3 Ensure support and advocacy services provided reflect organisation procedures, respect the young person’s rights and are appropriate to cultural and other individual circumstances 3.4 Consult with relevant professionals and service providers to ensure broad and comprehensive client service delivery
4. Monitor and upgrade support provided by the organisation	4.1 Regularly review information and services provided to clients to assess continuing relevance and effectiveness 4.2 Periodically review assessment, support and referral systems used within the agency 4.3 Hold appropriate debriefings with workers for the purposes of counselling, identifying training needs and evaluating client service delivery 4.4 Identify problems experienced by workers, assess appropriate adjustments to service delivery and negotiate with relevant staff 4.5 Provide support and supervision to other workers as required in accordance with organisation procedures 4.6 Arrange regular debriefings with associated organisations and service providers 4.7 Produce and provide reports in accordance with organisation procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Reading – in order to analyse and review service policies and procedures in line with applicable legislative and regulatory requirements relevant to the service. Writing - in order to produce reports according to organisation procedures and policies. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH005 Develop and implement procedures to enable young people to address their needs

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks: assessed specific needs of at least one young person and identified existing programs/services that addressed these needs, as well as consulted relevant personnel and organisations to identify further or alternative support programs that could assist developed and implemented procedures to keep young people safe, including: addressing any signs of abuse establishing protocols of behaviours monitoring at-risk behaviour patterns establishing quick response actions to counter aggressive behaviour developed and implemented procedures relating to services offered by the organisation, including: support facilities particular types of support and information referral advice reviewed the relevance and effectiveness of information and service provision to clients, and assessment, support and referral systems, including: holding regular debriefings with associated organisations and service providers debriefing and supporting other youth workers, including identifying training needs producing reports and recording relevant information about clients and programs according to organisation procedures and policies, ensuring accurate and complete information is included.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of: legal and organisational policies relating to advocacy, monitoring and dealing with abuse principles of empowerment and enabling processes in advocacy short-term counselling strategies different forms of abuse and their indicators and response processes a broad range of specialist and generic services and agencies family support and mediation youth-specific consultation and engagement principles for seeking feedback on service provision reflective and evaluative processes in youth work practice key aspects of human rights declarations and UN Convention on the Rights of the Child organisation’s policies, guidelines and procedures.

Assessment Conditions

Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH009 Support youth programs

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to devise, set up, coordinate, deliver and evaluate activities and programs for individuals and groups.

This unit applies to community services work in a range of contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Identify the program required	1.1 Collect evidence to determine the need for a particular program 1.2 Identify and review a range of possible programs to meet the defined needs 1.3 Select a program type based on client needs, organisational criteria and availability of resources
2. Prepare program plan	2.1 Undertake appropriate strategic planning activities to ensure client needs are met 2.2 Plan activities in consultation with key clients and stakeholders 2.3 Determine operational arrangements for conducting the program and assess their feasibility 2.4 Ensure planning activities reflect accepted good practice in working with young people 2.5 Develop flexible implementation plans to suit a variety of contexts and to cope with contingencies 2.6 Identify appropriate implementation and evaluation strategies in the program plan in consultation with stakeholders
3. Deliver program	3.1 Implement program in accordance with program plan, organisation guidelines and legal/statutory requirements 3.2 Provide participants with access to a range of activities suited to their needs and interests 3.3 Implement contingency plans and adapt program to changing needs of participants as required 3.4 Ensure problems in program delivery are addressed promptly
4. Monitor and evaluate program	4.1 Use appropriate evaluation strategies during and after program and for revision and development 4.2 Collect, organise and report evaluation information in a format which is accessible and meaningful to clients and stakeholders 4.3 Prepare and present reports as required by organisational, funding and other requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Reading – in order to collect and analyse evidence to inform program requirements. Writing – in order to prepare reports in line with workplace policies and procedures. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Range of Conditions

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Range is restricted to essential operating conditions and any other variables essential to the work environment.
Context for youth work must include one or more of the following:	centre-based work drop-in centres, recreational facilities housing and residential services outreach and home visits, street, parks schools online youth work, web-based, emails, discussion rooms telephone contact

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH009 Support youth programs

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: collected, analysed and reviewed relevant evidence and a range of programs to determine the need for a specific program prepared at least one program plan, including: outlining activities and actions determining operational arrangements for calculating costs, space and resources assessing feasibility developing implementation and evaluation strategies supported the implementation of at least one program in a variety of contexts, adapting program to the changing needs of participants and evaluating outcomes, including: using evaluation techniques and reporting outcomes to clients and stakeholders in an accessible format.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of: target groups relevant to the worker and the program a range of relevant youth activities and programs legal and safety requirements as they relate to activities and programs techniques of evaluation relevant funding sources organisational standards, policies and procedures techniques for writing complete and accurate reports.

Assessment Conditions

Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH010 Provide services for young people appropriate to their needs and circumstances

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to provide guidance and role models to young people and their families to maintain positive and supportive relationships, while identifying problems and establishing goals for change based on maintaining support from family and the general community.

This unit applies to community services work in a range of contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Identify and address immediate needs and circumstances of young people	1.1 Identify and respond to immediate needs of young people according to nature and degree of urgency 1.2 Provide young people and their families with information tailored to their capacity of understanding and designed to calm and reassure 1.3 Observe and note any signs of distress, anxiety, aggression and apathy 1.4 Look for and note signs of impairment of functioning in individuals and relationships
2. Explore and clarify issues facing the young person and the nature of support sought	2.1 Offer the young person adequate opportunity to explore and clarify the issues facing her/him 2.2 Negotiate involvement of other parties as required by young person and worker 2.3 Listen actively and positively to young person’s issues, needs, views and feelings about their issues and accepting support 2.4 Make renewed attempts through appropriately modified approaches or responses where there are communication difficulties 2.5 Describe and analyse the nature and scope of the issues and check with the young person for completeness and accuracy 2.6 Clearly explain to the young person the role and capacity of the worker to provide assistance and support 2.7 Where appropriate, obtain relevant available information from others about the young person’s potential need for support, consistent with the young person’s right to access information and to approve or disapprove of the worker’s actions
3. Facilitate goal setting and action planning	3.1 Encourage and support the young person to work out their own goals and priorities and to assess feasibility 3.2 Identify and explain in a supportive manner any risks arising from the young person’s choices 3.3 Offer further options to the young person without imposition or pressure where appropriate 3.4 Emphasise and negotiate clients’ responsibility for determining and achieving their goals 3.5 Encourage clients to identify and prioritise long- and short-term goals based on individual responsibility and personal choice 3.6 Support the young person to develop strategies to act on goals set 3.7 Encourage clients to identify and analyse factors that have contributed to past behaviour and obstacles to achieving individual and family goals 3.8 Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives and re-negotiate plans when required
4. Provide targeted assistance and referral	4.1 Discuss availability, type and nature of services and resources in a manner appropriate to the young person’s right of choices 4.2 Encourage young person to use services and resources appropriate to their needs in line with legal, statutory and organisational requirements 4.3 Advise the young person about legal and statutory provisions which might affect their situation and confirm young person’s understanding of information provided 4.4 Establish systems to ensure information and referral sources within organisation are up-to-date, comprehensive, accurate, accessible and relevant to clients 4.5 Continually monitor effectiveness of service delivery and resolve problems of access, services or resources as appropriate 4.6 Ensure all documentation and reporting is in accordance with organisation procedures
5. Act as an advocate on request	5.1 Where the young person requests the worker to act as an advocate, identify the scope and goals of the possible role and outline and negotiate these with the young person 5.2 When requested and where possible, support the young person and accompany them during first stages of access to services to enable them to gain confidence to go alone 5.3 Represent the young person’s interests clearly and accurately in a manner consistent with the identified agreement between them and the worker 5.4 Explain to the young person all representations made on their behalf in a manner and language appropriate to their information needs and circumstances and confirm their understanding 5.5 Ensure decisions and/or actions taken on behalf of the young person are consistent with their expressed or implied preferences and interests

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Range of Conditions

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Range is restricted to essential operating conditions and any other variables essential to the work environment.
Context for youth work must include one or more of the following:	centre-based work drop-in centres, recreational facilities housing and residential services outreach and home visits, street, parks schools online youth work, web-based, emails, discussion rooms telephone contact

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH010 Provide services for young people appropriate to their needs and circumstances

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks: identified and responded to the needs of at least two young people, including: providing information to young person and families listening to young person’s issues, concerns and feelings setting goals and planning actions to achieve goals with young person discussing, identifying and encouraging young person to access services referring young person to alternative services advocated for at least two young people, including: negotiating goals, role and scope of advocacy work with young person accompanying young person during first stages of service access representing young person’s interests and keeping young person informed of representation processes completed all relevant documentation and reports accurately and completely communicated with at young person clearly and accurately.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of: target groups relevant to the worker and the activity or program a range of youth activities and programs legal and safety requirements as they relate to activities and programs in youth work relevant funding sources communication strategies, including negotiation and conflict resolution organisational standards, policies and procedures.

Assessment Conditions

Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH011 Work effectively with young people and their families

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to cooperate in mutual agreement on the activities, outcomes and processes of young people’s family members/nominated carers, for the purpose of achieving goals identified in consultation with the young person to address their concerns and/or risks.

This unit applies to community services work in a range of contexts where the young person is considered the primary client.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Establish relationship with the young person’s nominated carer/family members	1.1 Gather necessary information about the background and circumstances of young person and their family/carers with respect for privacy and confidentiality 1.2 Provide information to young person and their family/carers in a factual, clear and ethical manner to promote positive responses 1.3 Identify issues and changes needed to behaviour and relationships of young people and their families/carers 1.4 Maintain clear, ethical and honest relationships with young person as the primary client, and their family/carers as secondary clients 1.5 Encourage family members to reflect on their relationships, expectations and personal responsibilities 1.6 Identify obstacles to professional relationships with families/carers 1.7 Record concerns according to the code of conduct and ethics
2. Exchange information with family/carers about young person’s needs and/or risks	2.1 Use effective communication and model positive behaviour techniques to encourage active participation and appropriate responses 2.2 Monitor and anticipate behaviour and mood of clients and respond appropriately 2.3 Provide clients with clear and relevant information at a suitable language and comprehension level within the parameters of confidentiality and privacy 2.4 Analyse own values for impact on attitudes and interactions and to detect and avoid personalising issues, discrimination or stereotyping
3. Determine a mutual approach to addressing the young person’s needs	3.1 Check that objectives, outcomes and processes of young person’s responses are consistent with organisation’s policies and objectives and service outcomes 3.2 Negotiate with the young person their goals and indicators of achievement and include other persons where nominated by the young person 3.3 Plan a structured sequence of activities and timetable to achieve client objective within available resources 3.4 Consult team members for feedback on the planned program 3.5 Identify resources needed for continuing work with clients and allocate according to priorities and availability
4. Respond to families’/nominated carers concerns about young person	4.1 Develop trust and address family members’/carers’ concerns, including limitations on confidentiality and power differentials between individuals 4.2 Identify and prioritise short- and long-term implications of family/ carer concerns 4.3 Validate family/ carer concerns using a range of checking sources including consultation with the young person as primary client 4.4 Provide information to family members/ carers on a need-to-know basis with respect for young person’s privacy 4.5 Negotiate conditions and confirm agreement with families/ carers to encourage commitment, cooperation and mutual action 4.6 Identify indicators of concerns, patterns of behaviour, strengths and barriers to family involvement and consider this information in the approach taken 4.7 Encourage family members/ carers to take responsibility for agreement on objectives, targets and outcomes 4.8 Ensure location of client meetings promotes neutrality, individual empowerment, comfort, trust, privacy, energy and focus for all clients 4.9 Guide clients to maintain positive direction, cooperation, achievements and respect

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Oral communication – in order to engage in collaborative discussions with young people and their families. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH011 Work effectively with young people and their families

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks: used a range of strategies to empower at least two young people and their families/carers to maintain motivation and purpose and achieve agreed outcomes, including: facilitating the young person’s individual expression of needs to families/carers and others using varied communication strategies with young people and families/carers to ensure that opportunities for exploring issues are fair, confidential,and appropriate to the needs of individuals advocating for the needs of young people assessed at least two clients’ background and behaviour to determine family intervention and youth support processes planned family intervention-based support strategically to achieve service outcomes and priorities for at least one young person.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of: principles of communication for specified outcomes, including: empathetic listening meaning and impact of body language eye contact interpreting hidden and complex messages feedback use of reflection, review and debriefing facilitation of interaction and participation principles of group dynamics and interaction including: differentials in power empathy/identification trust-building challenging rights of children and young people ethics and codes of conduct where the young person is the primary client privacy legislation applied to situations of information exchange between a range of individuals and organisations about a young person as primary client of the service understanding of own values and attitudes and their impact on work and relationships.

Assessment Conditions

Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH012 Manage service response to young people in crisis

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to develop an agency approach to young people in crisis.

This unit applies to community services work in a range of contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Implement a framework for preventing crisis situations	1.1 Develop a framework to address prevention and response to critical situations, and which reflects consideration of beliefs, rights and needs of client and responsibilities of organisation within a legislative and statutory context 1.2 Establish appropriate resources and mechanisms to assist workers to deal with crisis situations 1.3 Define details of organisation’s responsiveness to crisis situations and articulate to relevant personnel 1.4 Store and maintain all information related to crisis situations to maximise accessibility, accuracy, currency and legibility 1.5 Implement procedures to ensure clients have ready access to information that may help to resolve crisis situations
2. Support staff in responding to a crisis	2.1 Establish appropriate protocols for managing potential and actual crisis situations 2.2 Draft and regularly update procedures for the management of crises and communicate to staff and other relevant personnel 2.3 Ensure any crisis management procedures developed are consistent with legal and organisational obligations and constraints 2.4 Allocate resources for prompt and effective response to crisis situations 2.5 Provide appropriate crisis response training and update briefings to workers on a regular basis 2.6 Formulate appropriate advice for upgrade of organisation procedures including those related to workplace health and safety (WHS) and other industrial and legislative requirements
3. Follow-up crisis situations	3.1 Complete all required reporting and ensure it is comprehensive, accurate and consistent with organisation’s policies and procedures 3.2 Define debriefing procedures and implement routinely 3.3 Provide opportunity for participation in review and evaluation of organisation responsiveness 3.4 Identify needs of all specific parties which arise from a crisis situation and develop strategies to ensure they are addressed

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Writing – in order to develop policies, procedures and reports in line with workplace guidelines. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH012 Manage service response to young people in crisis

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: implemented a framework to prevent and respond to crisis situations by: defining circumstances contributing to a crisis situation analysing the legal and statutory requirements identifying and obtaining resources to respond to crisis situations providing information to clients and staff about the organisation’s policies and procedures for dealing with crisis situation supporting staff in responding to crises by providing training and briefings followed-up on crisis situations by: maintaining documentation as required, including effective use of relevant information technology in line with WHS guidelines effectively communicating with staff, including implementing mediation and negotiation, and conflict resolution/management providing feedback to staff members.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of: legal and organisational policies relating to safety within the work environment relevant specialist support services and resources possible factors which contribute to young people entering crisis situations methods of crisis intervention including mediation and negotiation characteristics of aggressive and abusive behaviour methods of promoting less aggressive/abusive behaviour other support agencies and the relevant specialist resources they offer possible factors which contribute to young people entering crisis situations potential repercussions of inappropriate intervention of worker behaviour.

Assessment Conditions

Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CPPCCL2001A Use hot water extraction

Modification History

Revised unit

Unit updated and equivalent to PRMCC01A Use hot water extraction

Unit Descriptor

This unit of competency specifies the outcomes required to use hot water extraction to remove dirt and soil from carpet. The water extraction method of cleaning can be applied to domestic or commercial carpets and is considered a restoration style of cleaning.

The unit requires the ability to assess the extent of the cleaning task through understanding client requirements and the characteristics of the carpet, and to apply company policies and procedures in order to perform the task. The selection of appropriate equipment, chemicals and methods is essential for performing the task safely and efficiently.

Note: Hot water covers a range of water temperatures.

Application of the Unit

This unit of competency supports employees without managerial or supervisory responsibilities. The work may be performed in teams or individually. Performance would usually be carried out under routine supervision and within company guidelines.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

1	Assess area to be cleaned.	1.1	Area to be cleaned is assessed, work order is reviewed according to company requirements, and issues are clarified with appropriate persons.
1.2	Hazards and risks in work site are identified and controlled according to company, legislative and occupational health and safety (OHS) requirements.
1.3	Type, condition and colour-fastness of carpet are identified by observation and/or testing according to company requirements.
1.4	Soil type is identified by observation according to work order and company requirements.
1.5	Cleaning techniques for the carpets are selected according to work order and company requirements.
1.6	Size and usage pattern of work site are determined to ensure safety of personnel and efficient use of equipment and chemicals.
1.7	Pre-existing damage is identified and reported to appropriate persons according to company requirements.

2	Select equipment and chemicals.	2.1	Personal protective equipment (PPE) is selected and used according to manufacturer specifications, and OHS and company requirements.
2.2	Equipment and chemicals are selected for work order according to OHS and company requirements.
2.3	Operational effectiveness of equipment is checked according to manufacturer specifications and company requirements.
2.4	Equipment is adjusted to suit operator’s requirements according to manufacturer specifications and OHS requirements.
2.5	Chemicals are prepared according to manufacturer specifications, and OHS and company requirements.

3	Prepare work site.	3.1	Hazards in work site are confirmed and risks controlled and reassessed according to legislative, OHS and company requirements.
3.2	Furniture and fittings that impede cleaning operation are removed according to work order, and OHS and company requirements.
3.3	Signage and barriers are installed as required to maximise public safety during cleaning operation, according to work order, and OHS and company requirements.
3.4	Work restrictions affecting completion of work order are identified and appropriate persons are promptly advised.

4	Clean work site using hot water extraction.	4.1	Soil is removed and carpets are cleaned using hot water extraction cleaning techniques, equipment, PPE and chemicals according to manufacturer specifications and legislative, OHS and company requirements.
4.2	Strategies to ensure proper drying of carpet are assessed according to environmental conditions and carpet type, and then applied.
4.3	Work is performed according to work order, manufacturer specifications and legislative, OHS and company requirements.

5	Tidy work site.	5.1	Collected soil and waste are disposed of according to client specifications, work order, manufacturer specifications and legislative, OHS and company environmental requirements.
5.2	Furniture and fittings are replaced according to client requests, work order and OHS requirements.
5.3	Chemicals are stored according to manufacturer specifications, and OHS and company requirements.
5.4	Signage and barriers are removed according to work order, and OHS and company requirements.

6	Clean, safety check and store equipment and chemicals.	6.1	Equipment and PPE are cleaned according to manufacturer specifications and environmental, OHS and company requirements.
6.2	Equipment and PPE are safety checked according to manufacturer specifications and OHS requirements, and required maintenance is recorded according to company requirements.
6.3	Equipment and PPE are stored and maintained to allow ready access according to manufacturer specifications, and OHS and company requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
customer service skills to: establish rapport with clients gain clients’ trust analytical skills to: assess surface suitability for hot water extraction classify fibres, soil and stains select cleaning strategies interpersonal skills to relate to people from a range of backgrounds language, literacy and numeracy skills to: communicate clearly and concisely verbally and in writing explain carpet-cleaning processes and expected outcomes to clients perform mathematical calculations required for dilution and mixing of chemicals read and interpret directions and safety instructions, including: chemical labels equipment manuals material safety data sheets (MSDS) request advice or further information seek and receive feedback source, organise and record information problem-solving skills to manage contingencies self-management skills to work alone and in a team skills to work safely when: drying carpet extraction cleaning handling and disposing of chemicals identifying hazards and controlling risks manual handling
Required knowledge
carpet characteristics, including: carpet construction features of fibres cleaning options for carpet, including: bonnet cleaning method drying methods pre-spotting and stain-removal methods range of cleaning equipment and chemicals, including: low environmental-impact chemicals low-moisture water-efficient methods company management structure and procedures, including: biological and viral control emergency response and evacuation procedures environmental protection procedures injury, dangerous occurrence and incident reporting OHS procedures quality systems legislation, regulations, codes of practice and industry advisory standards that apply to carpet cleaning safe work practices for using: chemicals equipment, including PPE testing methods

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	This unit of competency could be assessed by observing practical demonstration of the use of hot water extraction on at least two different types of carpet.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: identify type and characteristics of carpet select cleaning equipment and chemicals apply safe and efficient cleaning methods achieve outcomes in relation to customer work order and company requirements comply with company and legislative requirements.
Context of and specific resources for assessment	Assessment of essential underpinning knowledge may be conducted in an off-site context and must comply with relevant regulatory or Australian standards’ requirements. Resource implications for assessment include access to: suitable work site or venue with carpet equipment operating manuals and MSDS PPE suitable equipment and chemicals assessment instruments, including personal planner and assessment record book work order instructions, work plans and schedules.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments.
Guidance information for assessment	Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. This unit could be assessed on its own or in combination with other units relevant to the job function such as: CPPCCL2007A Perform basic stain removal.

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.
Work order information may include:	access to work site, including: access and egress points timing of access budget allocations completion times and dates human resource requirements to complete the work tasks job requirements and tasks legislative and local government requirements OHS requirements and emergency response procedures requirements for working in isolated and remote locations resource requirements, such as equipment and materials specific client requirements, such as: dress and presentation requirements relationships with other activities use of signage and barriers work schedules work site contact persons.
Company requirements may include:	business and performance plans client communication procedures client confidentiality procedures client service standards communication channels and reporting procedures company goals, objectives, plans, systems and processes company issued identification badge, card or pass company policies and procedures, including: access and equity policy, principles and practice OHS policies and procedures, including control procedures maintenance procedures for equipment and PPE those relating to own role, responsibility and delegation work site access security clearance procedures company service standards dress and presentation requirements duty of care, code of conduct, and code of ethics emergency response and evacuation procedures employer and employee rights and responsibilities environmental protection requirements personnel practices and guidelines quality and continuous improvement processes and standards records and information systems and processes training materials (induction, refresher and new skills) use of contractors.
Appropriate persons may include:	clients colleagues managers persons in control of work site supervisors.
Hazards may include:	allergic reactions to chemicals and equipment, including latex allergies biological and animal waste bites and stings blood and blood-stained products confined or restricted spaces contaminated clothing, materials or equipment damaged or inappropriate equipment dust and fibres electrical hazards arising from: cables electrical fittings: switches lights untested electrical equipment fatigue fire gas heights inadequate lighting and ventilation infectious and zoonotic diseases, such as: Q fever scabies mobile equipment and vehicle hazards around plant and vehicles moving or unguarded parts noise occupational violence and bullying poor personal hygiene practices spill, splash and spray release of substances with negative environmental impact synergistic chemical reactions, such as: hazardous incompatibility reactivity syringes or other sharps temperature extremes ultraviolet light unsafe manual-handling techniques, including awkward and repetitive postures unsafe underfoot conditions, such as slippery, uneven and rough surfaces work in extremes of temperature work in unfamiliar, isolated or remote environments.
Legislative requirements may include:	Australian standards, quality assurance and certification requirements award and enterprise agreements industry advisory standards and codes, such as: building codes dangerous goods codes relevant commonwealth, state and territory legislation and local government regulations affecting company operation, including: anti-discrimination and diversity policies chemical controls chemical registers and manifests consumer protection energy conservation environmental protection equal employment opportunity freedom of information industrial equipment certificates of competency or licences industrial relations OHS Acts and regulations privacy public health trade practices water conservation workplace consultative arrangements.
Occupational health and safety (also known as workplace health and safety) requirements may relate to:	allergic reactions, such as contact dermatitis communication devices for remote and isolated locations, such as: mobile phone two-way radio dermatoxicological control and prevention measures emergency procedures for eye and skin contact, inhalation and ingestion of toxic substances hazard identification and risk assessment mechanisms health surveillance and monitoring, such as regular blood testing hierarchy of hazard control procedures maintaining clear access national and industry standards and codes of practice OHS control procedures, such as: health and safety plans job plans job safety analyses risk assessments safe operating practices and procedures safe system of work statements safe work instructions work method statements reporting injury and dangerous occurrence routes of entry and potential symptoms of exposure to chemicals safe work practices for equipment, PPE and chemical storage, including interpretation of: MSDS hazardous substance information, such as long latency periods safety training, induction and refresher training selection and use of PPE and clothing appropriate to the hazard ultraviolet light up-to-date electrical test and tag compliance use of chemicals according to MSDS use of residual current devices use, storage and maintenance of equipment according to manufacturer specifications and equipment operating manuals.
Carpet may include carpet, mats and rugs made from:	mixed blends natural fibres, such as: organic (plant) fibres, such as cotton and sisal silk wool synthetic fibres, such as: acrylic nylon polyester polypropylene.
Testing may include:	burn test chemical test sink or float test.
Soil types may be wet or dry and include:	beverages candle wax chewing gum cigarette butts dust dye stuffs food grease heavy dirt build-up hospital waste hydrocarbons industrial and chemical waste lipstick nail polish oil paper plant stains rainwater shoe polish tar.
Cleaning techniques may include:	agitation assisted drying dwell time low-water usage grooming neutralisation pre-treatment chemical application using extraction tools vacuuming to prepare work site.
Personnel may include:	client’s staff members colleagues general public venue, facility, building or shopping centre staff and/or management.
Equipment may include:	carpet-cleaning bonnets and hand bonnets carpet-drying equipment, such as: air movers drying bonnets carpet groomers carpet spot-cleaning kits cloths, such as towelling extraction units, such as: self-contained vehicle-mounted garbage bins measuring equipment, such as jugs and cups plastic coasters or polystyrene blocks respirators rotary or cylindrical scrubbing machines safety signage scrapers and spatulas selected tools and hand tools sponges spray equipment (pressurised or unpressurised) steam irons trigger sprayers vacuum cleaners, such as: upright vehicle-mounted waste recovery tanks.
Chemicals may include:	acid cleaners alkaline cleaners low environmental-impact chemicals neutral cleaners solvent cleaners.
Personal protective equipment may include:	ear muffs and plugs gloves, such as non-permeable high-visibility vests and clothing overalls and other protective clothing respirators safety glasses or goggles safety shoes splash-proof face masks sun protection tongs ultraviolet protection wet-work clothing.
Manufacturer specifications may include:	equipment operating manuals instructional guides MSDS other resources supplied by the manufacturer, such as: laminated cards notices wall posters product labels safety instructions pre-printed on equipment.
Signage and barriers may include:	physical barriers and restraints restricting access to a site signs complying with legislative requirements and Australian standards, warning of danger or adverse conditions, including: cleaning in progress hazardous chemicals in use or present in work area.
Work restrictions may include:	amount of cleaning anticipated client activity employee level of literacy and communication skills faulty or inappropriate equipment site accessibility site hazards skills of work unit or team staffing resources time limitations.
Waste may be either solid, liquid or gas and include:	chemicals past expiry date dry vacuuming detritus litter machine or vehicle exhaust emissions obsolete equipment packaging soil used containers used or contaminated PPE used or unused chemicals.
Environmental requirements may include:	clean-up, containment and isolation company policies and guidelines emergency chemical spill control measures environmental protection agency and requirements of government departments, such as: agriculture emergency services national parks and wildlife hazardous materials handling local government regulations and by-laws low-energy carpet-cleaning methods low environmental-impact chemicals low-moisture cleaning methods low water-use equipment and other water-efficient cleaning methods non-chemical carpet-cleaning methods.

Unit Sector(s)

Carpet cleaning

Custom Content Section

Not applicable.

CPPCCL2003A Use dry foam shampoo

Modification History

Revised unit

Unit updated and equivalent to PRMCC03A Use dry foam shampoo

Unit Descriptor

This unit of competency specifies the outcomes required to dry foam shampoo a carpet to remove in-ground dirt and soil from the upper layer of the carpet. Dry foam shampooing can be applied to commercial or domestic carpets.

The unit requires the ability to assess the extent of the cleaning task through understanding client requirements and the characteristics of the carpets, and to apply company policies and procedures in order to perform the task. The selection of appropriate equipment, chemicals and methods is essential for performing the task safely and efficiently.

Application of the Unit

This unit of competency supports employees without managerial or supervisory responsibilities. A single person working alone usually cleans a carpet using the dry foam shampooing method, but the work can be done in a team. Performance would usually be carried out under routine supervision and within company guidelines.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

1	Assess area to be cleaned.	1.1	Area to be cleaned is assessed, work order is reviewed according to company requirements, and issues are clarified with appropriate persons.
1.2	Hazards and risks in work site are identified and controlled according to company, legislative and occupational health and safety (OHS) requirements.
1.3	Type, condition and colour-fastness of carpet are identified by observation and/or testing according to company requirements.
1.4	Soil type is identified by observation according to work order and company requirements.
1.5	Cleaning techniques for carpet are selected according to work order and company requirements.
1.6	Size and usage pattern of work site are determined to ensure safety of personnel and efficient use of equipment and chemicals.
1.7	Pre-existing damage is identified and reported to appropriate persons according to company requirements.

2	Select equipment and chemicals	2.1	Personal protective equipment (PPE) is selected and used according to manufacturer specifications, and OHS and company requirements.
2.2	Equipment and chemicals are selected for work order according to OHS and company requirements.
2.3	Operational effectiveness of equipment is checked according to manufacturer specifications and company requirements.
2.4	Equipment is adjusted to suit operator’s requirements according to manufacturer specifications and OHS requirements.
2.5	Chemicals are prepared according to manufacturer specifications, and OHS and company requirements.

3	Prepare work site.	3.1	Hazards in the work site are confirmed, and risks controlled and reassessed according to legislative, OHS and company requirements.
3.2	Furniture and fittings that impede cleaning operation are removed according to work order, and OHS and company requirements.
3.3	Signage and barriers are installed as required to maximise public safety during cleaning operation according to work order, and OHS and company requirements.
3.4	Work restrictions affecting completion of work order are identified and appropriate persons are promptly notified.

4	Clean work site using dry foam method.	4.1	Soil is removed and carpet is cleaned using cleaning techniques, equipment, PPE and chemicals according to manufacturer specifications and legislative, OHS and company requirements.
4.2	Work is performed according to work order, manufacturer specifications and legislative, OHS and company requirements.

5	Tidy work site.	5.1	Collected soil and waste are disposed of according to client specifications, work order, manufacturer specifications and legislative, OHS and company environmental requirements.
5.2	Furniture and fittings are replaced according to client requests, work order and OHS requirements.
5.3	Signage and barriers are removed according to work order, and OHS and company requirements.

6	Clean and safety check equipment, and store equipment and chemicals.	6.1	Equipment and PPE are cleaned according to manufacturer specifications and environmental, OHS and company requirements.
6.2	Equipment and PPE are safety checked according to manufacturer specifications and OHS requirements, and required maintenance is recorded according to company requirements.
6.3	Equipment and PPE are stored and maintained to allow ready access according to manufacturer specifications, and OHS and company requirements.
6.4	Chemicals are stored according to manufacturer specifications, and OHS and company requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
customer service skills to: establish rapport with clients gain clients’ trust analytical skills to: assess surface suitability for dry foam shampoo classify fibres, soil and stains select chemicals to suit carpet type select cleaning strategies interpersonal skills to relate to people from a range of backgrounds language, literacy and numeracy skills to: communicate clearly and concisely verbally and in writing explain carpet-cleaning processes and expected outcomes to clients perform mathematical calculations required for diluting and mixing chemicals read and interpret directions and safety instructions, including: chemical labels equipment manuals material safety data sheets (MSDS) request advice or further information seek and receive feedback source, organise and record information problem-solving skills to manage contingencies self-management skills to work alone and in a team skills to work safely when: handling and disposing of chemicals identifying hazards and controlling risks manual handling using extraction cleaning techniques
Required knowledge
carpet characteristics, including: carpet construction features of fibres cleaning options for carpet, including: dry foam method pre-spotting and stain-removal methods range of cleaning equipment and chemicals, including: low environmental-impact chemicals low-moisture company management structure and procedures, including: biological and viral control emergency response and evacuation procedures environmental protection procedures injury, dangerous occurrence and incident reporting OHS procedures quality systems legislation, regulations, codes of practice and industry advisory standards that apply to carpet cleaning safe work practices for using chemicals and equipment, including PPE testing methods

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	This unit of competency could be assessed by observing practical demonstration of the use of dry foam shampoo on at least two different types of carpet.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: identify type and characteristics of carpets select cleaning equipment and chemicals apply safe and efficient cleaning methods achieve outcomes in relation to customer work order and company requirements comply with company and legislative requirements.
Context of and specific resources for assessment	Assessment of essential underpinning knowledge may be conducted in an off-site context and must comply with relevant regulatory or Australian standards requirements. Resource implications for assessment include access to: suitable work site or venue with carpet equipment operating manuals and MSDS PPE suitable equipment and chemicals assessment instruments, including personal planner and assessment record book work order instructions, work plans and schedules.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments.
Guidance information for assessment	Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. This unit could be assessed on its own or in combination with other units relevant to the job function, such as: CPPCCL2007A Perform basic stain removal.

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.
Work order information may include:	access to work site, including: access and egress points timing of access budget allocations completion times and dates human resource requirements to complete the work tasks job requirements and tasks legislative and local government requirements, including environmental protection requirements OHS requirements and emergency response procedures requirements for working in isolated and remote locations resource requirements, such as equipment and materials specific client requirements, such as: dress and presentation requirements relationships with other activities use of signage and barriers work schedules work site contact persons.
Company requirements may include:	business and performance plans client communication procedures client confidentiality procedures client service standards communication channels and reporting procedures company goals, objectives, plans, systems and processes company issued identification badge, card or pass company policies and procedures, including: access and equity policy, principles and practice OHS policies and procedures, including control procedures maintenance procedures for equipment and PPE those relating to own role, responsibility and delegation work site access security clearance procedures company service standards dress and presentation requirements duty of care, code of conduct, and code of ethics emergency response and evacuation procedures employer and employee rights and responsibilities environmental protection requirements personnel practices and guidelines quality and continuous improvement processes and standards records and information systems and processes training materials (induction, refresher and new skills) use of contractors.
Appropriate persons may include:	clients colleagues managers persons in control of work sites supervisors.
Hazards may include:	allergic reactions to chemicals or equipment, including latex allergies biological and animal waste bites and stings blood and blood-stained products confined and restricted spaces contaminated clothing, materials or equipment damaged or inappropriate equipment dust and fibres electrical hazards arising from: cables electrical fittings: switches lights untested electrical equipment fatigue fire gas heights inadequate lighting and ventilation infectious and zoonotic diseases, such as: Q fever scabies mobile equipment and vehicle hazards around plant and vehicles moving or unguarded parts noise occupational violence and bullying poor personal hygiene practices spill, splash and spray release of substances with negative environmental impact repetitive motion, force and vibration synergistic chemical reactions, such as: hazardous incompatibility reactivity syringes or other sharps ultraviolet light unsafe manual-handling techniques, including awkward and repetitive postures unsafe underfoot conditions, such as slippery, uneven and rough surfaces unrestricted people access waste and waste disposal work in extremes of temperature work in unfamiliar, isolated or remote environments.
Legislative requirements may include:	Australian standards, quality assurance and certification requirements award and enterprise agreements industry advisory standards and codes, such as: building codes dangerous goods codes relevant commonwealth, state and territory legislation and local government regulations that affect company operation, including: anti-discrimination and diversity policies chemical controls chemical registers and manifests consumer protection legislation energy conservation environmental protection equal employment opportunity freedom of information industrial equipment certificates of competency or licences industrial relations OHS Acts and regulations privacy public health trade practices water conservation workplace consultative arrangements.
Occupational health and safety (also known as workplace health and safety) requirements may relate to:	allergic reactions, such as contact dermatitis communication devices for remote and isolated locations, such as: mobile phone two-way radio dermatoxicological control and prevention measures emergency procedures for eye and skin contact, inhalation and ingestion of toxic substances hazard identification and risk assessment mechanisms health surveillance and monitoring, such as regular blood testing hierarchy of hazard control procedures injury and dangerous occurrence reporting maintaining clear access national and industry standards and codes of practice OHS control procedures, such as: health and safety plans job plans job safety analyses risk assessments safe operating practices and procedures safe system of work statements safe work instructions work method statements routes of entry and potential symptoms of exposure to chemicals safe work practices for equipment, PPE and chemical storage, including interpretation of: MSDS hazardous substance information, such as long latency periods safety training, induction and refresher training selection and use of PPE and clothing appropriate to the hazard ultraviolet light up-to-date electrical test and tag compliance use of chemicals according to MSDS use of residual current devices use, storage and maintenance of equipment according to manufacturer specifications and equipment operating manuals.
Carpet may include carpet, mats and rugs made from:	mixed blends natural fibres, such as: organic (plant) fibres, such as cotton and sisal silk wool synthetic fibres, such as: acrylic nylon polyester polypropylene.
Testing may include:	burn test chemical test sink and float test.
Soil types may be wet or dry and include:	beverages candle wax chewing gum cigarette butts dust dye stuffs food grease heavy dirt build-up hospital waste hydrocarbons industrial and chemical waste lipstick nail polish oil paper plant stains rainwater shoe polish tar.
Cleaning techniques may include:	agitation assisted drying dwell time grooming neutralisation pre-treatment chemical application removal by absorption vacuuming to prepare work site.
Personnel may include:	client’s staff members colleagues general public venue, facility, or shopping centre staff and/or management.
Equipment may include:	carpet-cleaning bonnets and hand bonnets carpet-drying equipment, such as: air movers drying bonnets carpet groomers carpet spot-cleaning kits cloths, such as towelling extraction units, such as: self-contained vehicle-mounted garbage bins measuring equipment, such as jugs and cups plastic coasters or polystyrene blocks respirators rotary or cylindrical scrubbing machines safety signage scrapers and spatulas selected tools and hand tools sponges spray equipment (pressurised or unpressurised) steam irons trigger sprayers vacuum cleaners, such as: upright vehicle-mounted waste recovery tank.
Chemicals may include:	acid cleaners alkaline cleaners low environmental-impact chemicals neutral cleaners solvent cleaners.
Personal protective equipment may include:	ear muffs and plugs gloves, such as non-permeable high-visibility vests and clothing overalls and other protective clothing respirators safety glasses or goggles safety shoes splash-proof face masks sun protection tongs ultraviolet protection wet-work clothing.
Manufacturer specifications may include:	equipment operating manuals instructional guides MSDS other resources supplied by the manufacturer, such as: laminated cards notices wall posters product labels safety instructions pre-printed on equipment.
Signage and barriers may include:	physical barriers and restraints erected to restrict access to a site signs complying with legislative requirements and Australian standards, warning of danger or adverse conditions, including: cleaning in progress hazardous chemicals in use or present in work area.
Work restrictions may include:	amount of cleaning anticipated client activity employee level of literacy and communication skills faulty or inappropriate equipment site accessibility site hazards skills of work unit or team staffing resources time limitations.
Waste may be either solid or liquid and include:	chemicals past expiry date litter machine or vehicle exhaust emissions obsolete equipment packaging soil used containers used or contaminated PPE used or unused chemicals.
Environmental requirements may include:	clean-up, containment and isolation company policies and guidelines emergency chemical spill control measures environmental protection agency and requirements of government departments, such as: agriculture emergency services national parks and wildlife hazardous materials handling local government regulations and by-laws low-energy carpet-cleaning methods low environmental-impact chemicals low-moisture cleaning methods low water-use equipment and other water-efficient cleaning methods non-chemical carpet-cleaning methods.

Unit Sector(s)

Carpet cleaning

Custom Content Section

Not applicable.

CPPCCL2004A Use dry absorbent compound

Modification History

Revised unit

Unit updated and equivalent to PRMCC04A Use dry absorbent compound

Unit Descriptor

This unit of competency specifies the outcomes required to use the dry absorbent compound method to remove dirt and soil from carpet. The dry absorbent compound cleaning method can be applied to domestic or commercial carpets.

This unit requires the ability to assess the extent of the cleaning task through understanding client requirements and characteristics of the carpeted floor or fabric upholstery, and to apply company policies and procedures in order to perform the task. Selection of appropriate equipment, chemicals and methods is essential for performing the task safely and efficiently.

Application of the Unit

This unit of competency supports employees without managerial or supervisory responsibilities. The work may be performed in teams or individually. Performance would usually be carried out under routine supervision and within company guidelines.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

1	Assess area to be cleaned.	1.1	Area to be cleaned is assessed, work order is reviewed according to company requirements, and issues are clarified with appropriate persons.
1.2	Hazards and risks in work site are identified and controlled according to company, legislative and occupational health and safety (OHS) requirements.
1.3	Type, condition and colour-fastness of carpet are identified by observation and/or testing according to company requirements.
1.4	Soil type is identified by observation according to work order and company requirements.
1.5	Cleaning techniques for carpet are selected according to work order and company requirements.
1.6	Size and usage pattern of work site are determined to ensure safety of personnel and efficient use of equipment and chemicals.
1.7	Pre-existing damage is identified and reported to the appropriate persons according to company requirements.

2	Select equipment and chemicals.	2.1	Personal protective equipment (PPE) is selected and used according to manufacturer specifications, and OHS and company requirements.
2.2	Equipment and chemicals are selected for the work order according to OHS and company requirements.
2.3	Operational effectiveness of equipment is checked according to manufacturer specifications and company requirements.
2.4	Equipment is adjusted to suit operator’s requirements according to manufacturer specifications and OHS requirements.
2.5	Chemicals are prepared according to manufacturer specifications, and OHS and company requirements.

3	Prepare work site.	3.1	Hazards in work site are confirmed, and risks are controlled and reassessed according to legislative, OHS and company requirements.
3.2	Furniture and fittings that impede cleaning operation are removed according to work order, and OHS and company requirements.
3.3	Signage and barriers are installed as required to maximise public safety during cleaning operation according to work order, and OHS and company requirements.
3.4	Work restrictions affecting completion of the work order are identified and appropriate persons are promptly notified.

4	Clean work site using dry absorbent compound cleaning method.	4.1	Soil is removed and carpet is cleaned using cleaning techniques, equipment, PPE and chemicals according to manufacturer specifications and legislative, OHS and company requirements.
4.2	Work is performed according to work order, manufacturer specifications and legislative, OHS and company requirements.

5	Tidy work site.	5.1	Collected soil and waste are disposed of according to client specifications, work order, manufacturer specifications and legislative, OHS and company environmental requirements.
5.2	Furniture and fittings are replaced according to client requests, work order and OHS requirements.
5.3	Signage and barriers are removed according to work order, and OHS and company requirements.

6	Clean and safety check equipment, and store equipment and chemicals	6.1	Equipment and PPE are cleaned according to manufacturer specifications and environmental, OHS and company requirements.
6.2	Equipment and PPE are safety checked according to manufacturer specifications and OHS requirements, and required maintenance is recorded according to company requirements.
6.3	Equipment and PPE are stored and maintained to allow ready access according to manufacturer specifications, and OHS and company requirements.
6.4	Chemicals are stored according to manufacturer specifications, and OHS and company requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
customer service skills to: establish rapport with clients gain clients’ trust analytical skills to: assess surface suitability for dry absorbent compound classify fibres, soil and stains select chemicals to suit surface type select cleaning strategies interpersonal skills to relate to people from a range of backgrounds language, literacy and numeracy skills to: communicate clearly and concisely verbally and in writing explain carpet-cleaning processes and expected outcomes to clients perform mathematical calculations required for diluting and mixing chemicals read and interpret directions and safety instructions, including: chemical labels equipment manuals material safety data sheets (MSDS) request advice or further information seek and receive feedback source, organise and record information problem-solving skills to manage contingencies self-management skills to work alone and in a team skills to work safely when: handling and disposing of chemicals identifying hazards and controlling risks manual handling using extraction cleaning techniques
Required knowledge
carpet or upholstery characteristics, including: carpet construction features of fibres cleaning options, including: dry absorbent compound method pre-spotting and stain-removal methods range of cleaning equipment and chemicals, including: low environmental-impact chemicals low-moisture water-efficient methods company management structure and procedures, including: biological and viral control emergency response and evacuation procedures environmental protection procedures injury, dangerous occurrence and incident reporting OHS procedures quality systems legislation, regulations, codes of practice and industry advisory standards that apply to carpet cleaning safe work practices for using: chemicals equipment, including PPE testing methods

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	This unit of competency could be assessed by observing a practical demonstration of dry absorbent compound on at least two different types of carpet.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: identify type and characteristics of carpets select cleaning equipment and chemicals apply safe and efficient cleaning methods achieve outcomes in relation to customer work order and company requirements comply with company and legislative requirements.
Context of and specific resources for assessment	Assessment of essential underpinning knowledge may be conducted in an off-site context and must comply with relevant regulatory or Australian standards requirements. Resource implications for assessment include access to: suitable work site or venue with carpet equipment operating manuals and MSDS PPE suitable equipment and chemicals assessment instruments, including personal planner and assessment record book work order instructions, work plans and schedules.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments.
Guidance information for assessment	Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. This unit could be assessed on its own or in combination with other units relevant to the job function, such as: CPPCCL2007A Perform basic stain removal.

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.
Work order information may include:	access to work site, including: access and egress points timing of access budget allocations completion times and dates human resource requirements to complete the work tasks job requirements and tasks legislative and local government requirements, including environmental protection requirements OHS requirements and emergency response procedures requirements for working in isolated and remote locations resource requirements, such as equipment and materials specific client requirements, such as: dress and presentation requirements relationships with other activities use of signage and barriers work schedules work site contact persons.
Company requirements may include:	business and performance plans client communication procedures client confidentiality procedures client service standards communication channels and reporting procedures company goals, objectives, plans, systems and processes company issued identification badge, card or pass company policies and procedures, including: access and equity policy, principles and practice OHS policies and procedures, including control procedures maintenance procedures for equipment and PPE those relating to own role, responsibility and delegation work site access security clearance procedures company service standards dress and presentation requirements duty of care, code of conduct, and code of ethics emergency response and evacuation procedures employer and employee rights and responsibilities environmental protection requirements personnel practices and guidelines quality and continuous improvement processes and standards records and information systems and processes training materials (induction, refresher and new skills) use of contractors.
Appropriate persons may include:	clients colleagues managers persons in control of work sites supervisors.
Hazards may include:	allergic reactions to chemicals and equipment, including latex allergies biological and animal waste bites and stings blood and blood-stained products confined and restricted spaces contaminated clothing, materials and equipment damaged or inappropriate equipment dust and fibres electrical hazards arising from: cables electrical fittings: switches lights untested electrical equipment fatigue fire gas heights inadequate lighting and ventilation infectious and zoonotic diseases, such as: Q fever scabies mobile equipment and vehicle hazards around plant and vehicles moving or unguarded machinery and parts noise occupational violence and bullying poor personal hygiene practices spill, splash and spray release of substances with negative environmental impact synergistic chemical reactions, such as: hazardous incompatibility reactivity syringes or other sharps ultraviolet light unsafe manual-handling techniques, including awkward and repetitive postures unsafe underfoot conditions, such as slippery, uneven and rough surfaces unrestricted people access waste and waste disposal work in extremes of temperature work in unfamiliar, isolated or remote environments.
Legislative requirements may include:	Australian standards, quality assurance and certification requirements award and enterprise agreements industry advisory standards and codes, such as: building codes dangerous goods codes relevant commonwealth, state and territory legislation and local government regulations that affect company operation, including: anti-discrimination and diversity policies chemical controls chemical registers and manifests consumer protection energy conservation environmental protection equal employment opportunity freedom of information industrial equipment certificates of competency or licences industrial relations OHS Acts and regulations privacy public health trade practices water conservation workplace consultative arrangements.
Occupational health and safety (also known as workplace health and safety) requirements may relate to:	allergic reactions, such as contact dermatitis communication devices for remote and isolated locations, such as: mobile phone two-way radio dermatoxicological control and prevention measures emergency procedures for eye and skin contact, inhalation and ingestion of toxic substances hazard identification and risk assessment mechanisms health surveillance and monitoring, such as regular blood testing hierarchy of hazard control procedures injury and dangerous occurrence reporting maintaining clear access ways national and industry standards and codes of practice OHS control procedures, such as: health and safety plans job plans job safety analyses risk assessments safe operating practices and procedures safe system of work statements safe work instructions work method statements chemical routes of entry potential symptoms of exposure to chemicals safe work practices for equipment, PPE and chemical storage, including interpretation of: MSDS hazardous substance information, such as long latency periods safety training, induction and refresher training selection and use of PPE and clothing appropriate to the hazard ultraviolet light up-to-date electrical test and tag compliance use of chemicals according to MSDS use of residual current devices use, storage and maintenance of equipment according to manufacturer specifications and equipment operating manuals.
Carpet may include carpet, mats and rugs made from:	mixed blends natural fibres, such as: organic (plant) fibres, such as cotton and sisal silk wool synthetic fibres, such as: acrylic nylon polyester polypropylene.
Testing may include:	burn test chemical test sink and float test.
Soil types may be wet or dry and include:	beverages candle wax chewing gum cigarette butts dust dye stuffs food grease heavy dirt build-up hospital waste hydrocarbons industrial and chemical waste lipstick nail polish oil paper plant stains rainwater shoe polish tar.
Cleaning techniques may include:	agitation assisted drying dwell time grooming neutralisation pre-treatment chemical application removal by absorption vacuuming to prepare work site.
Personnel may include:	client’s staff members colleagues general public venue, facility, or shopping centre staff and/or management.
Equipment may include:	carpet-cleaning bonnets and hand bonnets carpet-drying equipment, such as: air movers drying bonnets carpet groomers carpet spot-cleaning kits cloths, such as towelling extraction units, such as: self-contained vehicle-mounted garbage bins measuring equipment, such as jugs and cups plastic coasters or polystyrene blocks respirators rotary or cylindrical scrubbing machines safety signage scrapers and spatulas selected tools and hand tools sponges spray equipment (pressurised or unpressurised) steam irons trigger sprayers vacuum cleaners, such as: upright vehicle-mounted waste recovery tank.
Chemicals may include:	acid cleaners alkaline cleaners low environmental-impact chemicals neutral cleaners solvent cleaners.
Personal protective equipment may include:	ear muffs and plugs gloves, such as non-permeable high-visibility vests and clothing overalls and other protective clothing respirators safety glasses or goggles safety shoes splash-proof face masks sun protection tongs ultraviolet protection wet-work clothing.
Manufacturer specifications may include:	equipment operating manuals instructional guides MSDS other resources supplied by the manufacturer, such as: laminated cards notices wall posters product labels safety instructions pre-printed on equipment.
Signage and barriers may include:	physical barriers and restraints restricting access to a site signs complying with legislative requirements and Australian standards, warning of danger or adverse conditions, including: cleaning in progress hazardous chemicals in use or present in work area.
Work restrictions may include:	amount of cleaning anticipated client activity employee level of literacy and communication skills faulty or inappropriate equipment site accessibility site hazards skills of work unit or team staffing resources time limitations.
Waste may be either solid or liquid and include:	chemicals past expiry date litter machine or vehicle exhaust emissions obsolete equipment packaging soil used containers used or contaminated PPE used or unused chemicals.
Environmental requirements may include:	clean-up, containment and isolation company policies and guidelines emergency chemical spill control measures environmental protection agency and requirements of government departments, such as: agriculture emergency services national parks and wildlife hazardous materials handling local government regulations and by-laws low-energy carpet-cleaning methods low environmental-impact chemicals low-moisture cleaning methods low water-use equipment and other water-efficient cleaning methods non-chemical carpet-cleaning methods.

Unit Sector(s)

Carpet cleaning

Custom Content Section

Not applicable.

CPPCCL2005A Use wet foam shampoo

Modification History

Revised unit

Unit updated and equivalent to PRMCC05A Use wet foam shampoo

Unit Descriptor

This unit of competency specifies the outcomes required to wet foam shampoo a carpet to remove in-ground dirt and soil from the upper layer of the carpet. Wet foam shampooing can be applied to commercial or domestic carpets.

This unit requires the ability to assess the extent of the cleaning task through understanding client requirements and characteristics of the carpet, and to apply company policies and procedures in order to perform the task. The selection of appropriate equipment, chemicals and methods is essential for performing the task safely and efficiently.

Application of the Unit

This unit of competency supports employees without managerial or supervisory responsibilities. A single person working alone usually cleans a carpet using the wet foam shampooing method, but the work can be done in a team. Performance would usually be carried out under routine supervision and within company guidelines.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

1	Assess area to be cleaned.	1.1	Area to be cleaned is assessed, work order is reviewed according to company requirements, and issues are clarified with appropriate persons.
1.2	Hazards and risks in work site are identified and controlled according to company, legislative and occupational health and safety (OHS) requirements.
1.3	Type, condition and colour-fastness of carpet are identified by observation and/or testing according to company requirements.
1.4	Soil type is identified by observation according to work order and company requirements.
1.5	Cleaning techniques for carpet are selected according to work order and company requirements.
1.6	Size and usage pattern of work site are determined to ensure safety of personnel and efficient use of equipment and chemicals.
1.7	Pre-existing damage is identified and reported to appropriate persons according to company requirements.

2	Select equipment and chemicals.	2.1	Personal protective equipment (PPE) is selected and used according to manufacturer specifications, and OHS and company requirements.
2.2	Equipment and chemicals are selected for work order according to OHS and company requirements.
2.3	Operational effectiveness of equipment is checked according to manufacturer specifications and company requirements.
2.4	Equipment is adjusted to suit operator’s requirements according to manufacturer specifications and OHS requirements.
2.5	Chemicals are prepared according to manufacturer specifications, and OHS and company requirements.

3	Prepare work site.	3.1	Hazards in work site are confirmed, and risks are controlled and reassessed according to legislative, OHS and company requirements.
3.2	Furniture and fittings that impede cleaning operation are removed according to work order, and OHS and company requirements.
3.3	Signage and barriers are installed as required to maximise public safety during cleaning operation according to work order, and OHS and company requirements.
3.4	Work restrictions affecting completion of work order are identified and appropriate persons are promptly notified.

4	Clean work site using wet foam method.	4.1	Soil is removed and carpet is cleaned using cleaning techniques, equipment, PPE and chemicals according to manufacturer specifications and legislative, OHS and company requirements.
4.2	Work is performed according to work order, manufacturer specifications and legislative, OHS and company requirements.

5	Tidy work site.	5.1	Collected soil and waste are disposed of according to client specifications, work order, manufacturer specifications and legislative, OHS and company environmental requirements.
5.2	Furniture and fittings are replaced according to client requests, work order and OHS requirements.
5.3	Signage and barriers are removed according to work order, and OHS and company requirements.

6	Clean and safety check equipment, and store equipment and chemicals.	6.1	Equipment and PPE are cleaned according to manufacturer specifications and environmental, OHS and company requirements.
6.2	Equipment and PPE are safety checked according to manufacturer specifications and OHS requirements, and required maintenance is recorded according to company requirements.
6.3	Equipment and PPE are stored and maintained to allow ready access according to manufacturer specifications, and OHS and company requirements.
6.4	Chemicals are stored according to manufacturer specifications, and OHS and company requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
customer service skills to: establish rapport with clients gain clients’ trust analytical skills to: assess carpet suitability for wet foam shampoo classify carpet type, soil and stains select chemicals to suit carpet type select cleaning strategies interpersonal skills to relate to people from a range of backgrounds language, literacy and numeracy skills to: communicate clearly and concisely verbally and in writing explain carpet-cleaning processes and expected outcomes to clients perform mathematical calculations required for diluting and mixing chemicals read and interpret directions and safety instructions, including: chemical labels equipment manuals material safety data sheets (MSDS) request advice or further information seek and receive feedback source, organise and record information problem-solving skills to manage contingencies self-management skills to work alone and in a team skills to work safely when: handling and disposing of chemicals identifying hazards and controlling risks manual handling using extraction cleaning techniques
Required knowledge
carpet characteristics, including: carpet construction features of fibres cleaning options for carpet, including: wet foam method pre-spotting and stain-removal methods range of cleaning equipment and chemicals, including: low environmental-impact chemicals low-moisture water-efficient methods company management structure and procedures, including: biological and viral control emergency response and evacuation procedures environmental protection procedures injury, dangerous occurrence and incident reporting OHS procedures quality systems legislation, regulations, codes of practice and industry advisory standards that apply to carpet cleaning safe work practices for using chemicals and equipment, including PPE testing methods

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	This unit of competency could be assessed by observing practical demonstration of the use of wet foam shampoo on at least two different types of carpet.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: identify type and characteristics of carpets select cleaning equipment and chemicals apply safe and efficient cleaning methods achieve outcomes in relation to customer work order and company requirements comply with company and legislative requirements.
Context of and specific resources for assessment	Assessment of essential underpinning knowledge may be conducted in an off-site context and must comply with relevant regulatory or Australian standards requirements. Resource implications for assessment include access to: suitable work site or venue with carpet equipment operating manuals and MSDS PPE suitable equipment and chemicals assessment instruments, including personal planner and assessment record book work order instructions, work plans and schedules.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments.
Guidance information for assessment	Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. This unit could be assessed on its own or in combination with other units relevant to the job function, such as: CPPCCL2007A Perform basic stain removal.

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.
Work order information may include:	access to work site, including: access and egress points timing of access budget allocations completion times and dates human resource requirements to complete work tasks job requirements and tasks legislative and local government requirements, including environmental protection requirements OHS requirements and emergency response procedures requirements for working in isolated and remote locations resource requirements, such as equipment and materials specific client requirements, such as: dress and presentation requirements relationships with other activities use of signage and barriers work schedules work site contact persons.
Company requirements may include:	business and performance plans client communication procedures client confidentiality procedures client service standards communication channels and reporting procedures company goals, objectives, plans, systems and processes company issued identification badge, card or pass company policies and procedures, including: access and equity policy, principles and practice OHS policies and procedures, including control procedures maintenance procedures for equipment and PPE those relating to own role, responsibility and delegation work site access security clearance procedures company service standards dress and presentation requirements duty of care, code of conduct, and code of ethics emergency response and evacuation procedures employer and employee rights and responsibilities environmental protection requirements personnel practices and guidelines quality and continuous improvement processes and standards records and information systems and processes training materials (induction, refresher and new skills) use of contractors.
Appropriate persons may include:	clients colleagues managers persons in control of work sites supervisors.
Hazards may include:	allergic reactions to chemicals and equipment, including latex allergies biological and animal waste bites and stings blood and blood-stained products confined and restricted spaces contaminated clothing, materials and equipment damaged or inappropriate equipment dust and fibres electrical hazards arising from: cables electrical fittings: switches lights untested electrical equipment fatigue fire gas heights inadequate lighting and ventilation infectious and zoonotic diseases, such as: Q fever scabies mobile equipment and vehicle hazards around plant and vehicles moving or unguarded machinery and parts noise occupational violence and bullying poor personal hygiene practices spill, splash and spray release of substances with negative environmental impact synergistic chemical reactions, such as: hazardous incompatibility reactivity syringes or other sharps ultraviolet light unsafe manual-handling techniques, including awkward and repetitive postures unsafe underfoot conditions, such as slippery, uneven and rough surfaces unrestricted people access waste and waste disposal work in extremes of temperature work in unfamiliar, isolated or remote environments.
Legislative requirements may include:	Australian standards, quality assurance and certification requirements award and enterprise agreements industry advisory standards and codes, such as: building codes dangerous goods codes relevant commonwealth, state and territory legislation and local government regulations that affect company operation, including: anti-discrimination and diversity policies chemical controls chemical registers and manifests consumer protection legislation energy conservation environmental protection equal employment opportunity freedom of information industrial equipment certificates of competency or licences industrial relations OHS Acts and regulations privacy public health trade practices water conservation workplace consultative arrangements.
Occupational health and safety (also known as workplace health and safety) requirements may relate to:	allergic reactions such as contact dermatitis communication devices for remote and isolated locations, such as: mobile phone two-way radio dermatoxicological control and prevention measures emergency procedures for eye and skin contact, inhalation and ingestion of toxic substances hazard identification and risk assessment mechanisms hazard reporting health surveillance and monitoring, such as regular blood testing hierarchy of hazard control procedures injury and dangerous occurrence reporting maintaining clear access ways national and industry standards and codes of practice OHS control procedures, such as: health and safety plans job plans job safety analyses risk assessments safe operating practices and procedures safe system of work statements safe work instructions work method statements routes of entry and potential symptoms of exposure to chemicals safe work practices for equipment, PPE and chemical storage, including interpretation of: MSDS hazardous substance information, such as long latency periods safety training, induction and refresher training selection and use of PPE and clothing appropriate to the hazard ultraviolet light up-to-date electrical test and tag compliance use of chemicals according to MSDS use of residual current devices use, storage and maintenance of equipment according to manufacturer specifications and equipment operating manuals.
Carpet may include carpet, mats and rugs made from:	mixed blends natural fibres, such as: organic (plant) fibres, such as cotton and sisal silk wool synthetic fibres, such as: acrylic nylon polyester polypropylene.
Testing may include:	burn test chemical test sink and float test.
Soil type may be wet or dry and include:	beverages candle wax chewing gum cigarette butts dust dye stuffs food grease heavy dirt build-up hospital waste hydrocarbons industrial and chemical waste lipstick nail polish oil paper plant stains rainwater shoe polish tar.
Cleaning techniques may include:	agitation assisted drying dwell time grooming neutralisation pre-treatment chemical application removal by absorption vacuuming to prepare work site.
Personnel may include:	client’s staff members colleagues general public venue, facility, building or shopping centre staff and/or management.
Equipment may include:	carpet-cleaning bonnets and hand bonnets carpet-drying equipment, such as: air movers drying bonnets carpet groomers carpet spot-cleaning kits cloths, such as towelling extraction units, such as: self-contained vehicle-mounted garbage bins measuring equipment, such as jugs and cups plastic coasters or polystyrene blocks respirators rotary or cylindrical scrubbing machines safety signage scrapers and spatulas selected tools and hand tools sponges spray equipment (pressurised or unpressurised) steam irons trigger sprayers vacuum cleaners, such as: upright vehicle-mounted waste recovery tank.
Chemicals may include:	acid cleaners alkaline cleaners low environmental-impact chemicals neutral cleaners solvent cleaners.
Personal protective equipment may include:	ear muffs and plugs gloves, such as non-permeable high-visibility vests and clothing overalls and other protective clothing respirators safety glasses or goggles safety shoes splash-proof face masks sun protection tongs ultraviolet protection wet-work clothing.
Manufacturer specifications may include:	equipment operating manuals instructional guides MSDS other resources supplied by the manufacturer, such as: laminated cards notices wall posters product labels safety instructions pre-printed on equipment.
Signage and barriers may include:	physical barriers and restraints restricting access to a site signs complying with legislative requirements and Australian standards, warning of danger or adverse conditions, including: cleaning in progress hazardous chemicals in use or present in work area.
Work restrictions may include:	amount of cleaning anticipated client activity employee level of literacy and communication skills faulty or inappropriate equipment site accessibility site hazards skills of the work unit or team staffing resources time limitations.
Waste may be either solid or liquid and include:	chemicals past expiry date litter machine or vehicle exhaust emissions obsolete equipment packaging soil used containers used or contaminated PPE used or unused chemicals.
Environmental requirements may include:	clean-up, containment and isolation company policies and guidelines emergency chemical spill control measures environmental protection agency and requirements of government departments, such as: agriculture emergency services national parks and wildlife hazardous materials handling local government regulations and by-laws low-energy carpet-cleaning methods low environmental-impact chemicals low-moisture cleaning methods low water-use equipment and other water-efficient cleaning methods non-chemical carpet-cleaning methods.

Unit Sector(s)

Carpet cleaning

Custom Content Section

Not applicable.

CPPCCL2007A Perform basic stain removal

Modification History

Revised unit

Unit updated and equivalent to PRMCC07A Perform basic stain removal

Unit Descriptor

This unit of competency specifies the outcomes required to remove stains and spots from carpet using basic stain removal techniques.

The unit requires the ability to assess the extent of the cleaning task through understanding client requirements and characteristics of the carpet, and apply company policies and procedures in order to perform the task.

Removing stains and spots may occur as a single task or more likely in conjunction with other cleaning methods, such as vacuuming, extraction, patrolling and general cleaning. The selection of appropriate equipment, chemicals and methods is essential for performing the task safely and efficiently.

A spot is defined as foreign material on a fibre that changes the texture of the fibre. A stain is defined as foreign material in a fibre that changes the appearance of the fibre but not the texture.

Application of the Unit

This unit of competency supports employees without managerial or supervisory responsibilities. Performance would usually be carried out under routine supervision and within company guidelines.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

1	Assess area to be spot cleaned.	1.1	Area is assessed and work order is reviewed according to company requirements, and issues are clarified with appropriate persons.
1.2	Hazards in work site are identified and risks controlled according to company, legislative and occupational health and safety (OHS) requirements.
1.3	Type, condition and colour-fastness of carpet are identified by observation and/or testing according to work order and company requirements.
1.4	Soil type causing spot or stain is identified through observation and according to work order and company requirements.
1.5	Cleaning techniques are selected according to work order and company requirements.
1.6	Size and usage pattern of work site are determined to ensure safety of personnel and efficient use of equipment and chemicals.
1.7	Pre-existing damage is identified and reported to appropriate persons according to company requirements.

2	Select equipment and chemicals.	2.1	Personal protective equipment (PPE) is selected and used according to manufacturer specifications, and OHS and company requirements.
2.2	Equipment and chemicals are selected for work order according to OHS and company requirements.
2.3	Operational effectiveness of equipment is checked according to manufacturer specifications and company requirements.
2.4	Equipment is adjusted to suit operator’s requirements according to manufacturer specifications and OHS requirements.
2.5	Chemicals are prepared according to manufacturer specifications, and OHS and company requirements.

3	Prepare work site.	3.1	Hazards in work site are confirmed and risks controlled and reassessed according to legislative, OHS and company requirements.
3.2	Furniture and fittings that impede cleaning operation are removed according to work order, and OHS and company requirements.
3.3	Signage and barriers are installed as required to maximise public safety during cleaning operation according to work order, and OHS and company requirements.
3.4	Work restrictions affecting completion of work order are identified and appropriate persons are promptly notified.

4	Clean work site.	4.1	Soil is removed and carpet is cleaned using cleaning techniques, equipment, PPE and chemicals according to manufacturer specifications and legislative, OHS and company requirements.
4.2	Treated area is compared with surrounding surface to determine need for further action according to work order and company requirements.
4.3	Results are reported to appropriate persons according to company requirements.
4.4	Work is performed according to work order, manufacturer specifications and legislative, OHS and company requirements.

5	Tidy work site.	5.1	Collected soil and waste are disposed of according to client specifications, work order, manufacturer specifications and legislative, OHS and company environmental requirements.
5.2	Furniture and fittings are replaced according to client requests, work order and OHS requirements.
5.3	Signage and barriers are removed according to work order, and OHS and company requirements.

6	Clean and safety check equipment, and store equipment and chemicals.	6.1	Equipment and PPE are cleaned according to manufacturer specifications and environmental, OHS and company requirements.
6.2	Equipment and PPE are safety checked according to manufacturer specifications and OHS requirements, and required maintenance is recorded according to company requirements.
6.3	Equipment and PPE are stored and maintained to allow ready access according to manufacturer specifications, and OHS and company requirements.
6.4	Chemicals are stored according to manufacturer specifications, and OHS and company requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
customer service skills to: establish rapport with clients gain clients’ trust analytical skills to: assess surface suitability for stain removal classify fibres, soil and stains select cleaning strategies and chemicals to suit carpet and stains interpersonal skills to relate to people from a range of backgrounds language, literacy and numeracy skills to: communicate clearly and concisely verbally and in writing explain carpet-cleaning processes and expected outcomes to the client perform mathematical calculations required for diluting and mixing chemicals read and interpret directions and safety instructions, including: chemical labels equipment manuals material safety data sheets (MSDS) request advice or further information seek and receive feedback source, organise and record information problem-solving skills to manage contingencies self-management skills to work alone and in a team skills to work safely when: handling and disposing of chemicals identifying hazards and controlling risks manual handling
Required knowledge
carpet characteristics, including: carpet construction features of fibres characteristics of soil causing spots and stains cleaning equipment and chemicals, including: encapsulation low environmental-impact chemicals low–moisture use equipment cleaning options for carpet, including: pre-spotting and stain-removal methods water-efficient methods company management structure and procedures, including: biological and viral control emergency response and evacuation procedures environmental protection procedures injury, dangerous occurrence and incident reporting OHS procedures quality systems correct techniques for: extraction cleaning spot cleaning legislation, regulations, codes of practice and industry advisory standards that apply to carpet cleaning and environmental protection safe work practices for using: chemicals equipment, including PPE testing methods

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	This unit of competency could be assessed by observing practical demonstration of basic stain removal on at least two different types of carpet.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: identify type and characteristics of the carpet identify type of stain or spot comply with company and legislative requirements select cleaning equipment and chemicals achieve outcomes in relation to customer work order and company requirements apply safe and efficient cleaning methods.
Context of and specific resources for assessment	Assessment of essential underpinning knowledge may be conducted in an off-site context and must comply with relevant regulatory or Australian standards requirements. Resource implications for assessment include access to: suitable work site or venue with carpet equipment operating manuals and MSDS PPE suitable equipment and chemicals assessment instruments, including personal planner and assessment record book work order instructions, work plans and schedules.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments.
Guidance information for assessment	Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. This unit could be assessed on its own or in combination with other units relevant to the job function, such as: CPPCCL2001A Use hot water extraction CPPCCL2002A Use bonnet cleaning CPPCCL2003A Use dry foam shampoo CPPCCL2004A Use dry absorbent compound CPPCCL2005A Use wet foam shampoo.

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.
Work order information may include:	access to work site, including: access and egress points timing of access budget allocations completion times and dates human resource requirements to complete the work tasks job requirements and tasks legislative and local government requirements, including environmental protection requirements OHS requirements and emergency response procedures requirements for working in isolated and remote locations resource requirements, such as equipment and materials specific client requirements, such as: dress and presentation requirements relationships with other activities use of signage and barriers work schedules work site contact persons.
Company requirements may include:	business and performance plans client communication procedures client confidentiality procedures client service standards communication channels and reporting procedures company goals, objectives, plans, systems and processes company issued identification badge, card or pass company policies and procedures, including: access and equity policy, principles and practice OHS policies and procedures, including control procedures maintenance procedures for equipment and PPE those relating to own role, responsibility and delegation work site access security clearance procedures company service standards dress and presentation requirements duty of care, code of conduct and code of ethics emergency response and evacuation procedures employer and employee rights and responsibilities environmental protection requirements personnel practices and guidelines quality and continuous improvement processes and standards records and information systems and processes training materials (induction, refresher and new skills) use of contractors.
Appropriate persons may include:	clients colleagues managers persons in control of work sites supervisors.
Hazards may include:	allergic reactions to chemicals and equipment, including latex allergies biological and animal waste bites and stings blood and blood-stained products confined and restricted spaces contaminated clothing, materials and equipment damaged or inappropriate equipment dust and fibres electrical hazards arising from: cables electrical fittings: switches lights untested electrical equipment fatigue fire gas heights inadequate lighting and ventilation infectious and zoonotic diseases, such as: Q fever scabies mobile equipment and vehicle hazards around plant and vehicles moving or unguarded machinery and parts noise occupational violence and bullying poor personal hygiene practices spill, splash and spray release of substances with negative environmental impact synergistic chemical reactions, such as: hazardous incompatibility reactivity syringes or other sharps ultraviolet light unsafe manual-handling techniques, including awkward and repetitive postures unsafe underfoot conditions, such as slippery, uneven and rough surfaces unrestricted people access waste and waste disposal work in extremes of temperature work in unfamiliar, isolated or remote environments.
Legislative requirements may include:	Australian standards, quality assurance and certification requirements award and enterprise agreements industry advisory standards and codes, such as: building codes dangerous goods codes relevant commonwealth, state and territory legislation and local government regulations that affect company operation, including: anti-discrimination and diversity policies chemical controls chemical registers and manifests consumer protection legislation energy conservation environmental protection equal employment opportunity freedom of information industrial equipment certificates of competency or licences industrial relations OHS Acts and regulations privacy public health trade practices water conservation workplace consultative arrangements.
Occupational health and safety (also known as workplace health and safety) requirements may relate to:	allergic reactions, such as contact dermatitis communication devices for remote and isolated locations, such as: mobile phone two-way radio dermatoxicological control and prevention measures emergency procedures for eye and skin contact, inhalation and ingestion of toxic substances hazard identification and risk assessment mechanisms health surveillance and monitoring, such as regular blood testing hierarchy of hazard control procedures injury and dangerous reporting maintaining clear access ways national and industry standards and codes of practice OHS control procedures, such as: health and safety plans job plans job safety analyses risk assessments safe operating practices and procedures safe system of work statements safe work instructions work method statements chemical routes of entry potential symptoms of exposure to chemicals safe work practices for equipment, PPE and chemical storage, including interpretation of: MSDS hazardous substance information, such as long latency periods safety, induction and refresher training selection and use of PPE and clothing appropriate to the hazard ultraviolet light up-to-date electrical test and tag compliance use of chemicals according to MSDS use of residual current devices use, storage and maintenance of equipment according to manufacturer specifications and equipment operating manuals.
Carpet may include carpet, mats and rugs made from:	mixed blends natural fibres, such as: organic (plant) fibres, such as cotton and sisal silk wool synthetic fibres, such as: acrylic nylon polyester polypropylene.
Testing may include:	burn test chemical test sink and float test.
Soil types may be wet or dry and include:	beverages candle wax chewing gum cigarette butts dust dye stuffs food grease heavy dirt build-up hospital waste hydrocarbons industrial and chemical waste lipstick nail polish oil paper plant stains rainwater shoe polish tar.
Cleaning techniques may include:	agitation assisted drying dwell time grooming low-water usage neutralisation pre-treatment chemical application removal by absorption vacuuming to prepare work site.
Personnel may include:	client’s staff members colleagues general public venue, facility, or shopping centre staff and/or management.
Equipment may include:	carpet-cleaning bonnets and hand bonnets carpet-drying equipment, such as: air movers drying bonnets carpet groomers carpet spot-cleaning kits cloths, such as towelling extraction units, such as: self-contained vehicle-mounted garbage bins measuring equipment, such as jugs and cups plastic coasters or polystyrene blocks respirators rotary or cylindrical scrubbing machines safety signage scrapers and spatulas selected tools and hand tools sponges spray equipment (pressurised or unpressurised) steam irons trigger sprayers vacuum cleaners, such as: upright vehicle-mounted waste recovery tank.
Chemicals may include:	acid cleaners alkaline cleaners low environmental-impact chemicals neutral cleaners solvent cleaners.
Personal protective equipment may include:	ear muffs and plugs gloves, such as non-permeable high-visibility vests and clothing overalls and other protective clothing respirators safety glasses or goggles safety shoes splash-proof face masks sun protection tongs ultraviolet protection wet-work clothing.
Manufacturer specifications may include:	equipment operating manuals instructional guides MSDS other resources supplied by the manufacturer, such as: laminated cards notices wall posters product labels safety instructions pre-printed on equipment.
Signage and barriers may include:	physical barriers and restraints erected to restrict access to a site signs complying with legislative requirements and Australian standards, warning of danger or adverse conditions, including: cleaning in progress hazardous chemicals in use or present in work area.
Work restrictions may include:	amount of cleaning anticipated client activity employee level of literacy and communication skills faulty or inappropriate equipment site accessibility site hazards skills of the work unit or team staffing resources time limitations.
Waste may be either solid or liquid and include:	chemicals past expiry date litter machine or vehicle exhaust emissions obsolete equipment packaging soil used containers used or contaminated PPE used or unused chemicals.
Environmental requirements may include:	clean-up, containment and isolation company policies and guidelines emergency chemical spill control measures environmental protection agency and requirements of government departments, such as: agriculture emergency services national parks and wildlife hazardous materials handling local government regulations and by-laws low environmental-impact chemicals low-energy carpet-cleaning methods low-moisture carpet-cleaning methods low water-use equipment and other water-efficient cleaning methods non-chemical carpet-cleaning methods.

Unit Sector(s)

Carpet cleaning

Custom Content Section

Not applicable.

CPPCLO2001A Maintain hard floor surfaces

Modification History

Revised unit

Unit updated and equivalent to PRMCL01B Maintain a hard floor surface

Unit Descriptor

This unit of competency specifies the outcomes required to clean hard floor surfaces. The unit applies to both manual and mechanical methods of cleaning hard floor surfaces. It requires the ability to assess the extent of a cleaning task through understanding client requirements and applying company policies and procedures. Selecting the appropriate equipment, chemicals and methods is essential to performing the task safely and efficiently.

Application of the Unit

This unit of competency supports employees without managerial or supervisory responsibilities. Performance would usually be carried out under routine supervision and within company guidelines.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

1	Assess area to be cleaned.	1.1	Area to be cleaned is assessed, work order is reviewed according to company requirements and issues are clarified with appropriate persons.
1.2	Hazards in work area are identified and associated risks assessed according to legislative, occupational health and safety (OHS) and company requirements.
1.3	Type and condition of surface on hard floor are identified by observation according to work order and company requirements.
1.4	Soil type is identified by observation according to work order and company requirements.
1.5	Cleaning techniques for surface of hard floor are selected according to work order and company requirements.
1.6	Size and usage pattern of work site are determined to ensure safety of personnel and efficient use of equipment and chemicals.
1.7	Pre-existing damage is identified and reported to appropriate persons according to company requirements.

2	Select equipment and chemicals.	2.1	Suitable personal protective equipment (PPE) is selected and used according to manufacturer specifications, and OHS and company requirements.
2.2	Equipment and chemicals are selected for work order according to OHS and company requirements.
2.3	Operational effectiveness of equipment is checked according to manufacturer specifications and company requirements.
2.4	Equipment is adjusted to suit operator’s requirements according to manufacturer specifications and OHS requirements.
2.5	Chemicals are prepared according to manufacturer specifications, and OHS and company requirements.

3	Prepare work site.	3.1	Hazards in work site are confirmed and risks are controlled and reassessed according to legislative, OHS and company requirements.
3.2	Furniture and fittings that impede cleaning operation are removed according to work order, and OHS and company requirements.
3.3	Signage and barriers are installed as required to maximise public safety during cleaning operation according to work order, and OHS and company requirements.
3.4	Work restrictions affecting completion of work order are identified and appropriate persons are promptly notified.

4	Clean work site.	4.1	Hard floor is cleaned using equipment, PPE, chemicals and cleaning techniques according to manufacturer specifications and legislative, OHS and company requirements.
4.2	Work is performed according to work order, manufacturer specifications and legislative, OHS and company requirements.

5	Tidy work site.	5.1	Collected soil and waste are disposed of according to client specifications, work order, manufacturer specifications and legislative, OHS, company and environmental requirements.
5.2	Furniture and fittings are replaced according to client requests, work order and OHS requirements.
5.3	Signage and barriers are removed according to work order, and OHS and company requirements.

6	Clean and safety check equipment and store equipment and chemicals.	6.1	Equipment and PPE are cleaned according to manufacturer specifications and environmental, OHS and company requirements.
6.2	Equipment and PPE are safety checked according to manufacturer specifications and OHS requirements, and required maintenance is recorded according to company requirements.
6.3	Equipment and PPE are stored and maintained to allow ready access according to manufacturer specifications, and OHS and company requirements.
6.4	Chemicals are stored according to manufacturer specifications, and OHS and company requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
customer service skills to: establish rapport with clients gain clients’ trust identify client expectations interpersonal skills to relate to people from a range of backgrounds language, literacy and numeracy skills to: communicate clearly and concisely verbally and in writing perform mathematical calculations required for: diluting and mixing chemicals as specified on product labels measuring area read and interpret directions and safety instructions, including: chemical labels equipment manuals material safety data sheets (MSDS) request advice or further information seek and receive feedback source, organise and record information planning and organising skills to: manage time sequence tasks problem-solving skills to manage contingencies skills to work safely when: buffing, mopping, scrubbing and sweeping handling and disposing of chemicals handling and disposing of contaminated and toxic waste identifying hazards and controlling risks manual handling self-management skills to work alone and in a team
Required knowledge
cleaning chemicals and equipment and their applications for hard floor surfaces company management structure and procedures, including: biological and viral control emergency response and evacuation procedures environmental protection procedures injury, dangerous occurrence and incident reporting OHS procedures quality systems legislation, regulations, codes of practice and industry advisory standards that apply to maintaining hard floor surfaces, including OHS legislation routes of entry and potential symptoms of exposure to chemicals safe work practices for using: chemicals equipment, including PPE types of hard floor surfaces, including: characteristic of surfaces relevant cleaning methods

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	This unit of competency could be assessed by observing practical demonstrations of maintaining hard floor surfaces involving at least two different surfaces and two different work site environments.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: identify type and condition of hard floor surface select cleaning equipment and chemicals comply with company, legislative and regulatory requirements use safe and efficient cleaning methods achieve outcomes in relation to customer work order and company requirements.
Context of and specific resources for assessment	Assessment of essential underpinning knowledge may be conducted in an off-site context. It is to comply with relevant regulatory or Australian standards’ requirements access to. Resource implications for assessment include: suitable work site or venue suitable equipment and chemicals PPE equipment operating manuals and MSDS work order instructions, work plans and schedules assessment instruments, including personal planner and assessment record book.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments.
Guidance information for assessment	Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. This unit could be assessed on its own or in combination with other units relevant to the job function, such as: CPPCLO3002A Restore hard floor surfaces.

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.
Work order information may include:	access to work site, including: access and egress points timing of access budget allocations completion times and dates human resource requirements to complete the work tasks job requirements and tasks legislative and local government requirements OHS requirements and emergency response procedures requirements for working in isolated and remote locations resource requirements, such as equipment and materials specific client requirements, such as: dress and presentation requirements relationships with other activities use of signage and barriers work schedules work site contact persons work site requirements for specific industries, such as: hospitals and medical centres nursing homes retail food courts schools tourism and hospitality.
Company requirements may include:	business and performance plans client communication procedures client confidentiality procedures client service standards communication channels and reporting procedures company goals, objectives, plans, systems and processes company issued identification badge, card or pass company policies and procedures, including: access and equity policy, principles and practice OHS policies and procedures, including control procedures maintenance procedures for equipment and PPE policies and procedures relating to own role, responsibility and delegation work site access security clearance procedures company service standards dress and presentation requirements duty of care, code of conduct, and code of ethics emergency response and evacuation procedures employer and employee rights and responsibilities environmental protection requirements personnel practices and guidelines quality and continuous improvement processes and standards records and information systems and processes training materials (induction, refresher and new skills) use of contractors.
Appropriate persons may include:	clients colleagues managers persons in control of work sites supervisors.
Hazards may include:	allergic reactions to chemicals or equipment, including latex allergies biological and animal waste bites and stings blood and blood-stained products confined or restricted spaces contaminated clothing, materials or equipment damaged or inappropriate equipment dust and fibres electrical hazards arising from: cables electrical fittings: switches lights untested electrical equipment fatigue fire gas heights inadequate lighting and ventilation infectious and zoonotic diseases, such as: Q fever scabies mobile equipment and vehicle hazards around plant and vehicles moving or unguarded parts noise occupational violence and bullying poor personal hygiene practices spill, splash and spray release of substances with negative environmental impact synergistic chemical reactions, such as: hazardous incompatibility reactivity syringes or other sharps temperature extremes ultraviolet light unsafe manual-handling techniques, including awkward and repetitive postures unsafe underfoot conditions, such as slippery, uneven and rough surfaces work in unfamiliar isolated or remote environments.
Legislative requirements may include:	Australian standards, quality assurance and certification requirements award and enterprise agreements industry advisory standards and codes, such as: building codes dangerous goods codes relevant commonwealth, state and territory legislation and local government regulations affecting company operation, including: anti-discrimination and diversity policies chemical controls chemical registers and manifests consumer protection energy conservation environmental protection equal employment opportunity freedom of information industrial equipment certificates of competency or licences industrial relations OHS Acts and regulations privacy public health trade practices water conservation workplace consultative arrangements.
Occupational health and safety (also known as workplace health and safety) requirements may relate to:	allergic reactions, such as contact dermatitis communication devices for remote and isolated locations, such as: mobile phone two-way radio dermatoxicological control and prevention measures emergency procedures for eye and skin contact, and inhalation and ingestion of toxic substances hazard identification and risk assessment mechanisms health surveillance and monitoring, such as regular blood testing hierarchy of hazard control procedures maintaining clear access national and industry standards and codes of practice OHS control procedures, such as: health and safety plans job plans job safety analyses risk assessments safe operating practices and procedures safe system of work statements safe work instructions work method statements reporting injury and dangerous occurrences routes of entry and potential symptoms of exposure to chemicals safe work practices for equipment, PPE and chemical storage, including interpretation of: MSDS hazardous substance information, such as long latency periods safety training, induction and refresher training selection and use of PPE and clothing appropriate to the hazard ultraviolet light up-to-date electrical test and tag compliance use of chemicals according to MSDS use of residual current devices use, storage and maintenance of equipment according to manufacturer specifications and equipment operating manuals.
Hard floors may include:	brick ceramic tiles concrete cork marble parquetry pavers polished wood proprietary flooring encompassing new technologies quarry tiles rubber slate terrazzo vinyl wood.
Soil types may be wet or dry and include:	beverages cigarette butts dust food gravel heavy dirt build-up hospital waste industrial and chemical liquids oil paint paper rainwater stones syringes tar.
Cleaning techniques may include:	air blowing automatic floor scrubbing dry buffing dust mopping and sweeping low-water cleaning methods, such as using microfibre cleaning products scrubbing spray buffing wet mopping.
Personnel may include:	client’s staff members colleagues general public venue, facility, building, shopping centre staff and management.
Equipment may include:	air blowers brooms, such as: bassine banister set deck fibre household millet nylon PVC union fibre yard cleaning trolleys cloths damp mops, such as: ragged or fixed shape cotton or polycotton doodle bag holder dust mops, such as: straight or scissored anti-static or cotton dust pans and brushes floor squeegees hospital mops mechanical sweepers microfibre products mop buckets, including ergonomic and split systems mopping system scouring pads split mops water hoses.
Chemicals may include:	acid cleaners alkaline cleaners low environmental-impact chemicals neutral cleaners solvent cleaners.
Personal protective equipment may include:	ear muffs and plugs gloves, such as non-permeable goggles high-visibility vests and clothing overalls and other protective clothing respirators safety glasses safety shoes splash-proof face masks sun protection tongs ultraviolet protection wet-work clothing.
Manufacturer specifications may include:	equipment operating manuals instructional guides MSDS other resources supplied by the manufacturer, such as: laminated cards notices wall posters product labels safety instructions pre-printed on equipment.
Signage and barriers may include:	physical barriers and restraints erected to restrict access to a site signs complying with legislative requirements and Australian standards warning of danger or adverse conditions, including: cleaning in progress hazardous chemicals in use or present in work area.
Work restrictions may include:	amount of cleaning anticipated client activity employee level of literacy and communication skills faulty or inappropriate equipment site accessibility site hazards skills of work unit or team staffing resources time limitations.
Waste may be either solid or liquid and include:	chemicals past expiry date litter obsolete equipment packaging soil sweeping detritus used containers used or contaminated PPE used or unused chemicals.
Environmental requirements may include:	clean-up, containment and isolation company policies and guidelines emergency chemical spill control measures environmental protection agency and requirements of government departments, such as: agriculture emergency services hazardous materials handling local government regulations and by-laws low-energy cleaning methods low environmental-impact chemicals low-moisture cleaning methods low water-use equipment and water-efficient cleaning methods non-chemical cleaning methods.

Unit Sector(s)

Cleaning operations

Custom Content Section

Not applicable.

CPPCLO2004A Maintain carpeted floors

Modification History

Revised unit

Unit updated and equivalent to PRMCL04B Maintain a carpeted floor

Unit Descriptor

This unit of competency specifies the outcomes required to maintain carpeted floors. The unit applies to both manual and mechanical methods of maintaining carpeted floors. It requires the ability to assess the extent of the cleaning task through understanding client requirements and applying company policies and procedures. Selecting the appropriate equipment, chemicals and methods is essential to performing the task safely and efficiently.

Application of the Unit

This unit of competency supports employees without managerial or supervisory responsibilities. Performance would usually be carried out under routine supervision and within company guidelines.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

1	Assess area to be cleaned.	1.1	Area to be cleaned is assessed, work order is reviewed according to company requirements, and issues are clarified with appropriate persons.
1.2	Work site hazards are identified and risks are controlled according to company, legislative, and occupational health and safety (OHS) requirements.
1.3	Type and condition of carpeted floor are identified by observation according to work order and company requirements.
1.4	Soil type is identified by observation according to work order and company requirements.
1.5	Cleaning techniques for the carpeted floor are selected according to work order and company requirements.
1.6	Size and usage pattern of work site are determined to ensure safety of personnel and efficient use of equipment and chemicals.
1.7	Pre-existing damage is identified and reported to appropriate persons according to company requirements.

2	Select equipment and chemicals.	2.1	Suitable personal protective equipment (PPE) is selected and used according to manufacturer specifications, and OHS and company requirements.
2.2	Equipment and chemicals are selected for work order according to OHS and company requirements.
2.3	Operational effectiveness of equipment is checked according to manufacturer specifications and company requirements.
2.4	Equipment is adjusted to suit operator’s requirements according to manufacturer specifications and OHS requirements.
2.5	Chemicals are prepared according to manufacturer specifications, and OHS and company requirements.

3	Prepare work site.	3.1	Hazards in work site are confirmed and risks are controlled and reassessed according to legislative, OHS and company requirements.
3.2	Furniture and fittings that impede cleaning operations are removed according to work order, and OHS and company requirements.
3.3	Signage and barriers are installed as required to maximise public safety during cleaning operations according to work order, and OHS and company requirements.
3.4	Work restrictions affecting the completion of work order are identified and appropriate persons are promptly notified.

4	Clean work site	4.1	Carpeted floor is cleaned using equipment, PPE, chemicals and cleaning techniques according to work order, manufacturer specifications and OHS and company requirements.
4.2	Follow-up action for spot and stain removal is identified according to work order and company requirements.
4.3	Work is performed according to work order, manufacturer specifications and legislative, OHS and company requirements.

5	Tidy work site.	5.1	Collected soil and waste are disposed of according to client specifications, work order, manufacturer specifications and legislative, OHS, company and environmental requirements.
5.2	Furniture and fittings are replaced according to client requests, work order and OHS requirements.
5.3	Signage and barriers are removed according to work order, and OHS and company requirements.

6	Clean and safety check equipment, and store equipment and chemicals.	6.1	Equipment and PPE are cleaned according to manufacturer specifications and environmental, OHS and company requirements.
6.2	Equipment and PPE are safety checked according to manufacturer specifications and OHS requirements, and required maintenance is recorded according to company requirements.
6.3	Equipment and PPE are stored and maintained to allow ready access according to manufacturer specifications, and OHS and company requirements.
6.4	Chemicals are stored according to manufacturer specifications, and OHS and company requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
customer service skills to: establish rapport with clients gain clients’ trust identify client expectations interpersonal skills to relate to people from a range of backgrounds language, literacy and numeracy skills to: communicate clearly and concisely verbally and in writing perform mathematical calculations required for: diluting and mixing chemicals as specified on product labels measuring area read and interpret directions and safety instructions, including: chemical labels equipment manuals material safety data sheets (MSDS) request advice or further information seek and receive feedback source, organise and record information planning and organising skills to: manage time sequence tasks problem-solving skills to manage contingencies skills to work safely when: handling and disposing of chemicals handling and disposing of contaminated and toxic waste identifying hazards and controlling risks manual handling using equipment for: raking sweeping vacuuming self-management skills to work alone and in a team
Required knowledge
cleaning chemicals and equipment and their applications for carpet company management structure and procedures, including: biological and viral control emergency response and evacuation procedures environmental protection procedures injury, dangerous occurrence and incident reporting OHS procedures quality systems legislation, regulations, codes of practice and industry advisory standards that apply to maintaining a carpeted floor, including OHS legislation routes of entry and potential symptoms of exposure to chemicals safe work practices for using: chemicals equipment, including PPE types of carpeted floors, including: characteristic of carpets relevant cleaning methods

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	This unit of competency could be assessed by observing practical demonstrations of maintaining carpeted floor surfaces involving at least two different surfaces and two different work site environments.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: identify type and characteristics of carpeted floor comply with company and legislative requirements use safe and efficient cleaning methods select cleaning equipment and chemicals achieve outcomes in relation to customer work order and company requirements.
Context of and specific resources for assessment	Assessment of essential underpinning knowledge may be conducted in an off-site context. It is to comply with relevant regulatory or Australian standards’ requirements. Resource implications for assessment include access to: suitable work site or venue with carpeted floors suitable equipment and chemicals PPE equipment operating manuals and MSDS work order instructions and work plans assessment instruments, including personal planner and assessment record book.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments.
Guidance information for assessment	Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. This unit could be assessed on its own or in combination with other units relevant to the job function, such as: CPPCCL2002A Use bonnet cleaning CPPCCL2007A Perform basic stain removal.

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.
Work order information may include:	access to work site, including: access and egress points timing of access budget allocations completion times and dates human resource requirements to complete the work tasks job requirements and tasks legislative and local government requirements OHS requirements and emergency response procedures requirements for working in isolated and remote locations resource requirements, such as equipment and materials specific client requirements, such as: dress and presentation requirements relationships with other activities use of signage and barriers work schedules work site contact persons work site requirements for specific industries, such as: hospitals and medical centres nursing homes retail food courts schools tourism and hospitality.
Company requirements may include:	business and performance plans client communication procedures client confidentiality procedures client service standards communication channels and reporting procedures company goals, objectives, plans, systems and processes company issued identification badges, cards or passes company policies and procedures, including: access and equity policy, principles and practice OHS policies and procedures, including control procedures maintenance procedures for equipment and PPE those relating to own role, responsibility and delegation work site access security clearance procedures company service standards dress and presentation requirements duty of care, code of conduct, and code of ethics emergency response and evacuation procedures employer and employee rights and responsibilities environmental protection procedures personnel practices and guidelines quality and continuous improvement processes and standards records and information systems and processes training materials (induction, refresher and new skills) using contractors.
Appropriate persons may include:	clients colleagues managers persons in control of work sites supervisors.
Hazards may include:	allergic reactions to chemicals or equipment, including latex allergies biological and animal waste bites and stings blood and blood-stained products confined or restricted spaces contaminated clothing, materials or equipment damaged or inappropriate equipment dust and fibres electrical hazards arising from: cables electrical fittings: switches lights untested electrical equipment fatigue fire gas heights inadequate lighting and ventilation infectious and zoonotic diseases, such as: Q fever scabies mobile equipment and vehicle hazards around plant and vehicles moving or unguarded parts noise occupational violence and bullying poor personal hygiene practices spill, splash and spray release of substances with negative environmental impact synergistic chemical reactions, such as: hazardous incompatibility reactivity syringes or other sharps temperature extremes ultraviolet light unsafe manual-handling techniques, including awkward and repetitive postures unsafe underfoot conditions, such as slippery, uneven and rough surfaces work in unfamiliar isolated or remote environments.
Legislative requirements may include:	Australian standards, quality assurance and certification requirements award and enterprise agreements industry advisory standards and codes, such as: building codes dangerous goods codes relevant commonwealth, state and territory legislation and local government regulations affecting company operation, including: anti-discrimination and diversity policies chemical controls chemical registers and manifests consumer protection energy conservation environmental protection equal employment opportunity freedom of information industrial equipment certificates of competency or licences industrial relations OHS Acts and regulations privacy public health trade practices water conservation workplace consultative arrangements.
Occupational health and safety (also known as workplace health and safety) requirements may relate to:	allergic reactions, such as contact dermatitis communication devices for remote and isolated locations, such as: mobile phone two-way radio dermatoxicological control and prevention measures emergency procedures for eye and skin contact, and inhalation and ingestion of toxic substances hazard identification and risk assessment mechanisms health surveillance and monitoring, such as regular blood testing hierarchy of hazard control procedures maintaining clear access national and industry standards and codes of practice OHS control procedures, such as: health and safety plans job plans job safety analyses risk assessments safe operating practices and procedures safe system of work statements safe work instructions work method statements reporting injury and dangerous occurrences routes of entry and potential symptoms of exposure to chemicals safe work practices for equipment, PPE and chemical storage, including interpretation of: MSDS hazardous substance information, such as long latency periods safety training, induction and refresher training selection and use of PPE and clothing appropriate to the hazard ultraviolet light up-to-date electrical test and tag compliance use of chemicals according to MSDS use of residual current devices use, storage and maintenance of equipment according to manufacturer specifications and equipment operating manuals.
Carpeted floors may include:	carpet: mixed blends natural fibres, such as: organic (plant) fibres, such as cotton and sisal silk wool synthetic fibres, such as: acrylic nylon polypropylene coir matting fibres encompassing new technologies mats and rugs synthetic grass.
Soil types can be wet or dry and may include:	beverages blood candle wax chewing gum food glue grease and oil human and animal waste lipstick medicine mud and dirt nail polish paint shoe polish.
Cleaning techniques may include:	hand collection of waste raking sweeping using a dust-pan and brush using low-water cleaning methods vacuuming.
Personnel may include:	client’s staff members colleagues general public venue, facility, shopping centre staff and management.
Equipment may include:	accumulation (vacuum dust) bags brooms (stiff bristle), such as deck fibre or millet carpet rakes dustpans, scoops and brushes hoses and filters microfibre products vacuum machines, including: back-mounted units ducted systems floor-based mobile systems mechanical push sweepers wet and dry systems vacuum tools, including: brushes crevice tools floor heads power heads upholstery heads variable pile height and adjustable heads.
Chemicals may include:	acid cleaners alkaline cleaners low environmental-impact chemicals neutral cleaners solvent cleaners.
Personal protective equipment may include:	ear muffs and plugs gloves, such as non-permeable goggles high-visibility vests and clothing overalls and other protective clothing respirators safety glasses safety shoes splash-proof face masks sun protection tongs ultraviolet protection wet-work clothing.
Manufacturer specifications may include:	equipment operating manuals instructional guides MSDS other resources supplied by the manufacturer, such as: laminated cards notices wall posters product labels safety instructions pre-printed on equipment.
Signage and barriers may include:	physical barriers and restraints erected to restrict access to a site signs complying with legislative requirements and Australian standards warning of danger or adverse conditions, including: cleaning in progress hazardous chemicals in use or present in work area.
Work restrictions may include:	amount of cleaning anticipated client activity employee level of literacy and communication skills faulty or inappropriate equipment site accessibility site hazards skills of work unit or team staffing resources time limitations.
Waste may be either solid or liquid and include:	chemicals past expiry date disposable vacuum liner bags litter obsolete equipment packaging soil used containers used or contaminated PPE used or unused chemicals.
Environmental requirements may include:	clean-up, containment and isolation company policies and guidelines emergency chemical spill control measures environmental protection agency and requirements of government departments, such as: agriculture emergency services hazardous materials handling local government regulations and by-laws low-energy cleaning methods low environmental-impact chemicals low-moisture cleaning methods low water-use equipment and water-efficient cleaning methods non-chemical cleaning methods.

Unit Sector(s)

Cleaning operations

Custom Content Section

Not applicable.

CPPCLO2009A Clean glass surfaces

Modification History

Revised unit

Unit updated and equivalent to PRMCL09B Clean glass surfaces

Unit Descriptor

This unit of competency specifies the outcomes required to clean glass surfaces, including windows, in both internal and external situations. It requires the ability to assess the extent of the cleaning task through understanding client requirements and characteristics of the glass surface, and applying company policies and procedures. Selecting the appropriate equipment, chemicals and methods is essential to performing the task safely and efficiently.

Application of the Unit

This unit of competency supports employees without managerial or supervisory responsibilities. The work may be performed in teams or individually. Performance would usually be carried out under routine supervision and within company guidelines.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

1	Assess area to be cleaned.	1.1	Glass surfaces to be cleaned are assessed, work order is reviewed according to company requirements, and issues are clarified with appropriate persons.
1.2	Hazards are identified and risks controlled in work site according to legislative, occupational health and safety (OHS) and company requirements.
1.3	Type of glass surface and soil is identified by observation according to work order and company requirements.
1.4	Work site access requirements are identified according to the work order and company requirements.
1.5	Cleaning techniques are confirmed according to work order and company requirements.
1.6	Size and usage pattern of the work site are determined to ensure safety of personnel and efficient use of equipment and chemicals.
1.7	Glass surface is inspected for defects according to company requirements.
1.8	Pre-existing damage is identified and reported to appropriate persons according to company requirements.

2	Select equipment and chemicals.	2.1	Personal protective equipment (PPE) is selected and used according to manufacturer specifications, and OHS and company requirements.
2.2	Equipment and chemicals are selected for work order according to OHS and company requirements.
2.3	Operational effectiveness of equipment is checked according to manufacturer specifications and company requirements.
2.4	Equipment is adjusted to suit operator’s requirements according to manufacturer specifications and OHS requirements.
2.5	Chemicals are prepared according to manufacturer specifications, and OHS and company requirements.

3	Prepare work site.	3.1	Hazards in work site are confirmed and risks are controlled and reassessed according to legislative, OHS and company requirements.
3.2	Signage and barriers are installed as required to maximise public safety during cleaning operation according to work order, and OHS and company requirements.
3.3	Window coverings and fittings are removed to permit access and prevent damage according to work order and company requirements.
3.4	Work restrictions affecting completion of work order are identified and appropriate persons are promptly notified.

4	Clean work site.	4.1	Soil is scraped from glass surface according to work order, and OHS and company requirements.
4.2	Spot cleaning techniques are used according to work order and company requirements.
4.3	Glass surface is washed and squeegeed according to work order and company requirements.
4.4	Window edges and sills are wiped to remove soil and waste according to work order and company requirements.
4.5	Work is performed according to work order, manufacturer specifications and legislative, OHS and company requirements.

5	Tidy work site.	5.1	Collected soil and waste are disposed of according to client specifications, work order, manufacturer specifications and legislative, OHS, company and environmental requirements.
5.2	Window coverings and fittings are replaced according to client requests and work order.
5.3	Signage and barriers are removed according to work order, and OHS and company requirements.

6	Clean and safety check equipment, and store equipment and chemicals.	6.1	Equipment and PPE are cleaned according to manufacturer specifications and environmental, OHS and company requirements.
6.2	Equipment and PPE are safety checked according to manufacturer specifications and OHS requirements, and required maintenance is recorded according to company requirements.
6.3	Equipment and PPE are stored and maintained to allow ready access according to manufacturer specifications, and OHS and company requirements.
6.4	Chemicals are stored according to manufacturer specifications, and OHS and company requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
customer service skills to: establish rapport with clients gain clients’ trust identify client expectations interpersonal skills to relate to people from a range of backgrounds language, literacy and numeracy skills to: communicate clearly and concisely verbally and in writing perform mathematical calculations required for: diluting and mixing chemicals as specified on product labels measuring area read and interpret directions and safety instructions, including: chemical labels equipment manuals material safety data sheets (MSDS) request advice or further information seek and receive feedback source, organise and record information planning and organising skills to: manage time sequence tasks problem-solving skills to manage contingencies skills to work safely when: handling and disposing of chemicals handling and disposing of contaminated and toxic waste identifying hazards and controlling risks manual handling using equipment for cleaning glass self-management skills to work alone and in a team
Required knowledge
cleaning chemicals and equipment and their applications for glass surfaces company management structure and procedures, including: biological and viral control emergency response and evacuation procedures environmental protection procedures injury, dangerous occurrence and incident reporting OHS procedures quality systems legislation, regulations, codes of practice and industry advisory standards that apply to cleaning glass surfaces, including OHS legislation routes of entry and potential symptoms of exposure to chemicals safe work practices for using: chemicals equipment, including PPE types of glass surfaces, their characteristics and appropriate cleaning methods

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	This unit of competency could be assessed by observing practical demonstration of cleaning glass surfaces involving at least two different surfaces and two different work site environments.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: identify type and characteristics of glass surface select cleaning equipment and chemicals use safe and efficient cleaning methods comply with company and legislative requirements achieve outcomes in relation to customer work order and company requirements.
Context of and specific resources for assessment	Assessment of essential underpinning knowledge may be conducted in an off-site context. It is to comply with relevant regulatory or Australian standards’ requirements. Resource implications for assessment include access to: suitable venue with a number of types of glass surfaces suitable equipment and chemicals PPE equipment operating manuals and MSDS work order instructions, work plans and schedules assessment instruments, including personal planner and assessment record book.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments.
Guidance information for assessment	Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. This unit could be assessed on its own or in combination with other units relevant to the job function, such as: CPPCLO2015A Maintain furniture, fittings and room dressing CPPCLO2037A Clean external surfaces.

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.
Glass surfaces may include:	coated glass frosted glass laminated glass ordinary window glass textured glass tinted glass.
Work order information may include:	access to work site, including: access and egress points timing of access budget allocations completion times and dates human resource requirements to complete the work tasks job requirements and tasks legislative and local government requirements OHS requirements and emergency response procedures requirements for working in isolated and remote locations resource requirements, such as equipment and materials specific client requirements, such as: dress and presentation requirements relationships with other activities use of signage and barriers work schedules work site contact persons work site requirements for specific industries, such as: hospitals and medical centres nursing homes retail food courts schools tourism and hospitality.
Company requirements may include:	business and performance plans client communication procedures client confidentiality procedures client service standards communication channels and reporting procedures company goals, objectives, plans, systems and processes company issued identification badges, cards or passes company policies and procedures, including: access and equity policy, principles and practice OHS policies and procedures, including control procedures maintenance procedures for equipment and PPE those relating to own role, responsibility and delegation work site access security clearance procedures company service standards dress and presentation requirements duty of care, code of conduct, and code of ethics emergency response and evacuation procedures employer and employee rights and responsibilities environmental protection procedures personnel practices and guidelines quality and continuous improvement processes and standards records and information systems and processes training materials (induction, refresher and new skills) use of contractors.
Appropriate persons may include:	clients colleagues managers persons in control of work sites supervisors.
Hazards may include:	allergic reactions to chemicals or equipment, including latex allergies biological and animal waste bites and stings blood and blood-stained products confined or restricted spaces contaminated clothing, materials or equipment damaged or inappropriate equipment dust and fibres electrical hazards arising from: cables electrical fittings: switches lights untested electrical equipment fatigue fire gas heights inadequate lighting and ventilation infectious and zoonotic diseases, such as: Q fever scabies mobile equipment and vehicle hazards around plant and vehicles moving or unguarded parts noise occupational violence and bullying poor personal hygiene practices spill, splash and spray release of substances with negative environmental impact synergistic chemical reactions, such as: hazardous incompatibility reactivity syringes or other sharps temperature extremes ultraviolet light unsafe manual-handling techniques, including awkward and repetitive postures unsafe underfoot conditions, such as slippery, uneven and rough surfaces work in unfamiliar isolated or remote environments.
Legislative requirements may include:	Australian standards, quality assurance and certification requirements award and enterprise agreements industry advisory standards and codes, such as: building codes dangerous goods codes relevant commonwealth, state and territory legislation and local government regulations affecting company operation, including: anti-discrimination and diversity policies chemical controls chemical registers and manifests consumer protection energy conservation environmental protection equal employment opportunity freedom of information industrial equipment certificates of competency or licences industrial relations OHS Acts and regulations privacy public health trade practices water conservation workplace consultative arrangements.
Occupational health and safety (also known as workplace health and safety) requirements may relate to:	allergic reactions, such as contact dermatitis communication devices for remote and isolated locations, such as: mobile phone two-way radio dermatoxicological control and prevention measures emergency procedures for eye and skin contact, and inhalation and ingestion of toxic substances hazard identification and risk assessment mechanisms health surveillance and monitoring, such as regular blood testing hierarchy of hazard control procedures maintaining clear access national and industry standards and codes of practice OHS control procedures, such as: health and safety plans job plans job safety analyses risk assessments safe operating practices and procedures safe system of work statements safe work instructions work method statements reporting injury and dangerous occurrences routes of entry and potential symptoms of exposure to chemicals safe work practices for equipment, PPE and chemical storage, including interpretation of: MSDS hazardous substance information, such as long latency periods safety training, induction and refresher training selection and use of PPE and clothing appropriate to the hazard ultraviolet light up-to-date electrical test and tag compliance use of chemicals according to MSDS use of residual current devices use, storage and maintenance of equipment according to manufacturer specifications and equipment operating manuals.
Soil types can be wet or dry and may include:	adhesives concrete dried encrustations exhaust pollution gum heavy dirt build-up hospital residue office chemicals, such as whiteout oil and grease paint pen marks smog.
Cleaning techniques may include:	fanning low-water cleaning methods, such as using microfibre cleaning products pre-spraying scraping spot cleaning squeegeeing.
Personnel may include:	client’s staff members colleagues general public venue, facility, shopping centre staff and management.
Equipment may include:	access equipment, such as ladders buckets chamois extension poles glass scrapers of various sizes hoses lint-free cloths microfibre products squeegees of various sizes window wash applicators window washers, such as lamb’s wool.
Chemicals may include:	acid cleaners low environmental-impact chemicals alkaline cleaners neutral cleaners solvent cleaners.
Personal protective equipment may include:	ear muffs and plugs gloves, such as non-permeable goggles high-visibility vests and clothing overalls and other protective clothing respirators safety glasses safety harness safety shoes splash-proof face masks sun protection tongs ultraviolet protection wet-work clothing.
Manufacturer specifications may include:	equipment operating manuals instructional guides MSDS other resources supplied by the manufacturer, such as: laminated cards notices wall posters product labels safety instructions pre-printed on equipment.
Signage and barriers may include:	physical barriers and restraints erected to restrict access to a site signs complying with legislative requirements and Australian standards warning of danger or adverse conditions, including: cleaning in progress hazardous chemicals in use or present in work area.
Window coverings and fittings may include:	blinds curtains sunshades.
Work restrictions may include:	amount of cleaning anticipated client activity employee level of literacy and communication skills faulty or inappropriate equipment site accessibility site hazards skills of work unit or team staffing resources time limitations.
Waste may be either solid or liquid and include:	chemicals past expiry date obsolete equipment packaging used containers used or contaminated PPE used or unused chemicals.
Environmental requirements may include:	clean-up, containment and isolation company policies and guidelines emergency chemical spill control measures environmental protection agency and requirements of government departments, such as: agriculture emergency services hazardous materials handling local government regulations and by-laws low-energy cleaning methods low environmental-impact chemicals low-moisture cleaning methods low water-use equipment and water-efficient cleaning methods non-chemical cleaning methods.

Unit Sector(s)

Cleaning operations

Custom Content Section

Not applicable.

CPPCLO2010A Clean ceiling surfaces and fittings

Modification History

Revised unit

Unit updated and equivalent to PRMCL10B Clean ceiling surfaces and fittings

Unit Descriptor

This unit of competency specifies the outcomes required to clean ceiling surfaces and fittings. The unit requires the ability to assess the extent of the cleaning task through knowledge of characteristics of the ceiling surface and fittings and the type of soiling. It requires an understanding of client requirements and the ability to apply company policies and procedures.

Selecting the appropriate equipment, chemicals and cleaning methods is essential to performing the task safely and efficiently. Where ladders are being used, the work is usually done in pairs.

Application of the Unit

This unit applies to ceiling surfaces less than three metres high, as use of specialised equipment, cleaning methods and safety procedures are required above this height.

This unit of competency supports employees without managerial or supervisory responsibilities. The work may be performed in teams or individually. Performance would usually be carried out under routine supervision and within company guidelines.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

1	Assess area to be cleaned.	1.1	Area to be cleaned is assessed, work order is reviewed according to company requirements, and issues are clarified with appropriate persons.
1.2	Hazards are identified and risks controlled in work site according to company, legislative, and occupational health and safety (OHS) requirements.
1.3	Type of ceiling surface and fittings is identified by observation according to work order and company requirements.
1.4	Soil types on ceiling surfaces and fittings are identified by observation according to work order and company requirements.
1.5	Work site access arrangements are confirmed according to work order, and OHS and company requirements.
1.6	Cleaning techniques are selected according to work order and company requirements.
1.7	Size and usage pattern of work site are determined to ensure safety of personnel and efficient use of equipment and chemicals.
1.8	Pre-existing damage is identified and reported to appropriate persons according to company requirements.

2	Select equipment and chemicals.	2.1	Personal protective equipment (PPE) is selected and used according to manufacturer specifications, and OHS and company requirements.
2.2	Equipment and chemicals are selected for work order according to OHS and company requirements.
2.3	Operational effectiveness of equipment is checked according to manufacturer specifications and company requirements.
2.4	Equipment is adjusted to suit operator’s requirements according to manufacturer specifications and OHS requirements.
2.5	Chemicals are prepared according to manufacturer specifications, and OHS and company requirements.

3	Prepare work site.	3.1	Hazards in work site are confirmed and risks are controlled and reassessed according to legislative, OHS and company requirements.
3.2	Signage and barriers are installed as required to maximise public safety during cleaning operation according to work order, and OHS and company requirements.
3.3	Floor, furniture and equipment are covered with drop sheets according to work order and company requirements.
3.4	Work restrictions affecting the completion of work order are identified and appropriate persons are promptly notified.

4	Clean work site.	4.1	Cobwebs and dry dust are removed according to work order, and OHS and company requirements.
4.2	Difficult to reach areas are vacuumed according to work order, and OHS and company requirements.
4.3	Fittings are wiped according to work order and company requirements.
4.4	Chemical solution is rinsed from all surfaces according to work order and company requirements.
4.5	Work is performed according to work order, manufacturer specifications and legislative, OHS and company requirements.

5	Tidy work site.	5.1	Collected soil and waste are disposed of according to client specifications, work order, manufacturer specifications and legislative, OHS, company and environmental requirements.
5.2	Furniture and fittings are replaced according to client requests, work order and OHS requirements.
5.3	Signage and barriers are removed according to work order, and OHS and company requirements.

6	Clean and safety check equipment, and store equipment and chemicals.	6.1	Equipment and PPE are cleaned according to manufacturer specifications and environmental, OHS and company requirements.
6.2	Equipment and PPE are safety checked according to manufacturer specifications and OHS requirements, and required maintenance is recorded according to company requirements.
6.3	Equipment and PPE are stored and maintained to allow ready access according to manufacturer specifications, and OHS and company requirements.
6.4	Chemicals are stored according to manufacturer specifications, and OHS and company requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
correct cleaning techniques for: various surface types various types and textures of fittings customer service skills to: establish rapport with clients gain clients’ trust identify client expectations interpersonal skills to relate to people from a range of backgrounds language, literacy and numeracy skills to: communicate clearly and concisely verbally and in writing perform mathematical calculations required for: diluting and mixing chemicals as specified on product labels measuring area read and interpret directions and safety instructions, including: chemical labels equipment manuals material safety data sheets (MSDS) request advice or further information seek and receive feedback source, organise and record information planning and organising skills to: manage time sequence tasks problem-solving skills to manage contingencies skills to work safely when: handling and disposing of chemicals handling and disposing of contaminated and toxic waste identifying hazards and controlling risks manual handling self-management skills to work alone and in a team
Required knowledge
cleaning chemicals and equipment and their application for surfaces of ceilings and fittings company management structure and procedures, including: biological and viral control emergency response and evacuation procedures environmental protection procedures injury, dangerous occurrence and incident reporting OHS procedures quality systems legislation, regulations, codes of practice and industry advisory standards that apply to clean ceiling surfaces and fittings, including OHS legislation routes of entry and potential symptoms of exposure to chemicals safe work practices for using: chemicals equipment, including PPE types of ceiling and fitting surfaces, their characteristics and appropriate cleaning methods

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	This unit of competency could be assessed by observing practical demonstrations of cleaning ceiling surfaces and fittings involving at least two different surfaces and two different work site environments.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: identify type and characteristics of ceiling surface and fittings select cleaning equipment and chemicals use safe and efficient cleaning methods comply with company and legislative requirements achieve outcomes in relation to customer work order and company requirements.
Context of and specific resources for assessment	Assessment of essential underpinning knowledge may be conducted in an off-site context. It is to comply with relevant regulatory or Australian standards’ requirements. Resource implications for assessment include access to: suitable work site or venue with ceiling surfaces and fittings suitable equipment and chemicals PPE equipment operating manuals and MSDS work order instructions, work plans and schedules assessment instruments, including personal planner and assessment record book.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments.
Guidance information for assessment	Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. This unit could be assessed on its own or in combination with other units relevant to the job function, such as: CPPCLO2015A Maintain furniture, fittings and room dressing.

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.
Work order information may include:	access to work site, including: access and egress points timing of access budget allocations completion times and dates human resource requirements to complete the work tasks job requirements and tasks legislative and local government requirements OHS requirements and emergency response procedures requirements for working in isolated and remote locations resource requirements, such as equipment and materials specific client requirements, such as: dress and presentation requirements relationships with other activities use of signage and barriers work schedules work site contact persons work site requirements for specific industries, such as: hospitals and medical centres nursing homes retail food courts schools tourism and hospitality.
Company requirements may include:	access and equity policy, principles and practice business and performance plans client communication procedures client confidentiality procedures client service standards communication channels and reporting procedures company goals, objectives, plans, systems and processes company issued identification badges, cards or passes company policies and procedures company service standards dress and presentation requirements duty of care, code of conduct, and code of ethics emergency response and evacuation procedures employer and employee rights and responsibilities environmental protection procedures maintenance procedures for equipment and PPE OHS control OHS policies and procedures personnel practices and guidelines policies and procedures relating to own role, responsibility and delegation quality and continuous improvement processes and standards records and information systems and processes training materials (induction, refresher and new skills) using contractors work site access security clearance procedures.
Appropriate persons may include:	clients colleagues managers persons in control of work sites supervisors.
Hazards may include:	allergic reactions to chemicals or equipment, including latex allergies biological and animal waste bites and stings blood and blood-stained products confined or restricted spaces contaminated clothing, materials or equipment damaged or inappropriate equipment dust and fibres electrical hazards arising from: cables electrical fittings: switches lights untested electrical equipment fatigue fire gas heights inadequate lighting and ventilation infectious and zoonotic diseases, such as: Q fever scabies mobile equipment and vehicle hazards around plant and vehicles moving or unguarded parts noise occupational violence and bullying poor personal hygiene practices spill, splash and spray release of substances with negative environmental impact synergistic chemical reactions, such as: hazardous incompatibility reactivity syringes or other sharps temperature extremes ultraviolet light unsafe manual-handling techniques, including awkward and repetitive postures unsafe underfoot conditions, such as slippery, uneven and rough surfaces work in unfamiliar isolated or remote environments.
Legislative requirements may include:	Australian standards, quality assurance and certification requirements award and enterprise agreements industry advisory standards and codes, such as: building codes dangerous goods codes relevant commonwealth, state and territory legislation and local government regulations affecting company operation, including: anti-discrimination and diversity policies chemical controls chemical registers and manifests consumer protection energy conservation environmental protection equal employment opportunity freedom of information industrial equipment certificates of competency or licences industrial relations OHS Acts and regulations privacy public health trade practices water conservation workplace consultative arrangements.
Occupational health and safety (also known as workplace health and safety) requirements may relate to:	allergic reactions, such as contact dermatitis communication devices for remote and isolated locations, such as: mobile phone two-way radio dermatoxicological control and prevention measures emergency procedures for eye and skin contact, and inhalation and ingestion of toxic substances hazard identification and risk assessment mechanisms health surveillance and monitoring, such as regular blood testing hierarchy of hazard control procedures maintaining clear access national and industry standards and codes of practice OHS control procedures, such as: health and safety plans job plans job safety analyses risk assessments safe operating practices and procedures safe system of work statements safe work instructions work method statements reporting injury and dangerous occurrences routes of entry and potential symptoms of exposure to chemicals safe work practices for equipment, PPE and chemical storage, including interpretation of: MSDS hazardous substance information, such as long latency periods safety training, induction and refresher training selection and use of PPE and clothing appropriate to the hazard ultraviolet light up-to-date electrical test and tag compliance use of chemicals according to MSDS use of residual current devices use, storage and maintenance of equipment according to manufacturer specifications and equipment operating manuals.
Ceiling surfaces may:	be flat, suspended or raked be made of hard or absorbent materials encompass new technologies.
Fittings may include:	cameras ceiling fans ornamental hanging lights projecting lights recessed lights skylights smoke detectors speakers sprinkler systems televisions vents and grilles.
Soil types may include:	adhered soil cobwebs dust.
Cleaning techniques may include:	cobwebbing detailing dusting, including high dusting fully washing the ceilings and fittings low-water cleaning methods, such as using microfibre cleaning products rinsing spot cleaning wiping.
Personnel may include:	client’s staff members colleagues general public venue, facility, shopping centre staff and management.
Equipment may include:	access equipment, such as ladders, including A frame ladders cleaning equipment, including: anti-static dusters buckets cleaning cloths cobwebbers and extensions drop sheets fringe dusters glass cleaning equipment lamb’s wool applicators scourers sponges microfibre products vacuum cleaners wall mates wheeled cleaner’s trolleys.
Chemicals may include:	acid cleaners alkaline cleaners low environmental-impact chemicals neutral cleaners solvent cleaners.
Personal protective equipment may include:	ear muffs and plugs gloves, such as non-permeable goggles high-visibility vests and clothing overalls and other protective clothing respirators safety glasses safety shoes splash-proof face masks sun protection tongs ultraviolet protection wet-work clothing.
Manufacturer specifications may include:	equipment operating manuals instructional guides MSDS other resources supplied by the manufacturer, such as: laminated cards notices wall posters product labels safety instructions pre-printed on equipment.
Signage and barriers may include:	physical barriers and restraints erected to restrict access to a site signs complying with legislative requirements and Australian standards warning of danger or adverse conditions, including: cleaning in progress hazardous chemicals in use or present in work area.
Work restrictions may include:	amount of cleaning anticipated client activity employee level of literacy and communication skills faulty or inappropriate equipment site accessibility site hazards skills of work unit or team staffing resources time limitations.
Waste may be either solid or liquid and include:	chemicals past expiry date obsolete equipment packaging used containers used or contaminated PPE used or unused chemicals.
Environmental requirements may include:	clean-up, containment and isolation company policies and guidelines emergency chemical spill control measures environmental protection agency and requirements of government departments, such as: agriculture emergency services hazardous materials handling local government regulations and by-laws low-energy cleaning methods low environmental-impact chemicals low-moisture cleaning methods low water-use equipment and water-efficient cleaning methods non-chemical cleaning methods.

Unit Sector(s)

Cleaning operations

Custom Content Section

Not applicable.

CPPCLO2015A Maintain furniture, fittings and room dressing

Modification History

Revised unit

Unit updated and equivalent to PRMCL15B Maintain furniture and fittings and room dressing

Unit Descriptor

This unit of competency specifies the outcomes required to maintain furniture and fittings and to dress an area. Dressing is the placement and location of furniture, fittings and loose items in an orderly manner. This unit also covers the cleaning of office equipment, including computers.

The unit requires the ability to assess the extent of the cleaning task through understanding client requirements and characteristics and surfaces of the furniture and fittings, and to apply company policies and procedures in order to perform the task. Selecting the appropriate equipment, chemicals and methods is essential to performing the task safely and efficiently.

Application of the Unit

This unit of competency supports employees without managerial or supervisory responsibilities. The work may be performed in teams or individually. Performance would usually be carried out under routine supervision and within company guidelines.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

1	Assess area and items to be cleaned.	1.1	Area to be cleaned is assessed, work order is reviewed according to company requirements, and issues are clarified with appropriate persons.
1.2	Hazards are identified and risks controlled in work site according to company, legislative, and occupational health and safety (OHS) requirements.
1.3	Type and condition of furniture, fittings and loose items are identified by observation according to work order and company requirements.
1.4	Soil type is identified by observation according to work order and company requirements.
1.5	Cleaning techniques for surfaces of the furniture, fittings and loose items are selected according to work order and company requirements.
1.6	Size and usage pattern of work site are determined to ensure safety of personnel, continued operation of office equipment, and efficient use of cleaning equipment and chemicals.
1.7	Pre-existing damage is identified and reported to appropriate persons according to company requirements.

2	Select equipment and chemicals.	2.1	Personal protective equipment (PPE) is selected and used according to manufacturer specifications, and OHS and company requirements.
2.2	Equipment and chemicals are selected for work order according to OHS and company requirements.
2.3	Operational effectiveness of equipment is checked according to manufacturer specifications and company requirements.
2.4	Equipment is adjusted to suit operator’s requirements according to manufacturer specifications and OHS requirements.
2.5	Chemicals are prepared according to manufacturer specifications, and OHS and company requirements.

3	Prepare work site.	3.1	Hazards in work site are confirmed and risks are controlled and reassessed according to legislative, OHS and company requirements.
3.2	Signage and barriers are installed as required to maximise public safety during cleaning operation according to work order, and OHS and company requirements.
3.3	Furniture and fittings that impede cleaning operation are removed according to work order, and OHS and company requirements.
3.4	Work restrictions affecting completion of work order are identified and appropriate persons are promptly notified.

4	Clean work site.	4.1	Soil is removed and furniture and fittings are cleaned using equipment, PPE, chemicals and cleaning techniques.
4.2	Dressing of the room or work area is performed according to work order, client requests and company requirements.
4.3	Work is performed according to work order, manufacturer specifications and legislative, OHS and company requirements.

5	Tidy work site.	5.1	Collected soil and waste are disposed of according to client specifications, work order, manufacturer specifications and legislative, OHS, company and environmental requirements.
5.2	Furniture and fittings are replaced according to client requests, work order and OHS requirements.
5.3	Signage and barriers are removed according to work order, and OHS and company requirements.

6	Clean and safety check equipment, and store equipment and chemicals.	6.1	Equipment and PPE are cleaned according to manufacturer specifications and environmental, OHS and company requirements.
6.2	Equipment and PPE are safety checked according to manufacturer specifications and OHS requirements, and required maintenance is recorded according to company requirements.
6.3	Equipment and PPE are stored and maintained to allow ready access according to manufacturer specifications, and OHS and company requirements.
6.4	Chemicals are stored according to manufacturer specifications, and OHS and company requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
customer service skills to: establish rapport with clients gain clients’ trust identify client expectations interpersonal skills to relate to people from a range of backgrounds language, literacy and numeracy skills to: communicate clearly and concisely verbally and in writing perform mathematical calculations required for diluting and mixing chemicals as specified on product labels read and interpret directions and safety instructions, including: chemical labels equipment manuals material safety data sheets (MSDS) request advice or further information seek and receive feedback source, organise and record information observation skills to: identify soil and stains identify surface types to determine cleaning method problem-solving skills to manage contingencies skills to work safely when: handling and disposing of chemicals handling and disposing of contaminated and toxic waste identifying hazards and controlling risks manual handling using equipment for cleaning self-management skills to work alone and in a team
Required knowledge
cleaning chemicals and equipment for cleaning furniture and fittings cleaning methods, including: methods for various types of furniture and fittings pre-spotting and stain removal company management structure and procedures, including: biological and viral control emergency response and evacuation procedures environmental protection procedures injury, dangerous occurrence and incident reporting OHS procedures quality systems legislation, regulations, codes of practice and industry advisory standards that apply to maintain furniture, fittings and room dressing, including OHS legislation routes of entry and potential symptoms of exposure to chemicals safe work practices for using: chemicals equipment, including PPE

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	This unit of competency could be assessed by observing at least two different practical demonstrations of maintaining furniture, fittings and room dressing.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: identify type and characteristics of furniture, fittings and loose items and their surfaces select cleaning equipment and chemicals use safe and efficient cleaning methods comply with company and legislative requirements achieve outcomes in relation to customer work order and company requirements.
Context of and specific resources for assessment	Assessment of essential underpinning knowledge may be conducted in an off-site context. It is to comply with relevant regulatory or Australian standards’ requirements. Resource implications for assessment include access to: suitable work site or venue with a range of furniture and fittings suitable equipment and chemicals PPE equipment operating manuals and MSDS work order instructions, work plans and schedules assessment instruments, including personal planner and assessment record book.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments.
Guidance information for assessment	Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. This unit could be assessed on its own or in combination with other units relevant to the job function, such as: CPPCLO3016A Wash furniture and fittings.

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.
Work order information may include:	access to work site, including: access and egress points timing of access budget allocations completion times and dates human resource requirements to complete the work tasks job requirements and tasks legislative and local government requirements OHS requirements and emergency response procedures requirements for working in isolated and remote locations resource requirements, such as equipment and materials specific client requirements, such as: dress and presentation requirements relationships with other activities use of signage and barriers work schedules work site contact persons work site requirements for specific industries, such as: hospitals and medical centres nursing homes retail food courts schools tourism and hospitality.
Company requirements may include:	business and performance plans client communication procedures client confidentiality procedures client service standards communication channels and reporting procedures company goals, objectives, plans, systems and processes company issued identification badges, cards or passes company policies and procedures, including: access and equity policy, principles and practice OHS policies and procedures, including control procedures maintenance procedures for equipment and PPE those relating to own role, responsibility and delegation work site access security clearance procedures company service standards dress and presentation requirements duty of care, code of conduct, and code of ethics emergency response and evacuation procedures employer and employee rights and responsibilities environmental protection procedures personnel practices and guidelines quality and continuous improvement processes and standards records and information systems and processes training materials (induction, refresher and new skills) use of contractors.
Appropriate persons may include:	clients colleagues managers persons in control of work sites supervisors.
Hazards may include:	allergic reactions to chemicals or equipment, including latex allergies biological and animal waste bites and stings blood and blood-stained products confined or restricted spaces contaminated clothing, materials or equipment damaged or inappropriate equipment dust and fibres electrical hazards arising from: cables electrical fittings: switches lights untested electrical equipment fatigue fire gas heights inadequate lighting and ventilation infectious and zoonotic diseases, such as: Q fever scabies mobile equipment and vehicle hazards around plant and vehicles moving or unguarded parts noise occupational violence and bullying poor personal hygiene practices spill, splash and spray release of substances with negative environmental impact synergistic chemical reactions, such as: hazardous incompatibility reactivity syringes or other sharps temperature extremes ultraviolet light unsafe manual-handling techniques, including awkward and repetitive postures unsafe underfoot conditions, such as slippery, uneven and rough surfaces work in unfamiliar isolated or remote environments.
Legislative requirements may include:	Australian standards, quality assurance and certification requirements award and enterprise agreements industry advisory standards and codes, such as: building codes dangerous goods codes relevant commonwealth, state and territory legislation and local government regulations affecting company operation, including: anti-discrimination and diversity policies chemical controls chemical registers and manifests consumer protection energy conservation environmental protection equal employment opportunity freedom of information industrial equipment certificates of competency or licences industrial relations OHS Acts and regulations privacy public health trade practices water conservation workplace consultative arrangements.
Occupational health and safety (also known as workplace health and safety) requirements may relate to:	allergic reactions, such as contact dermatitis communication devices for remote and isolated locations, such as: mobile phone two-way radio dermatoxicological control and prevention measures emergency procedures for eye and skin contact, and inhalation and ingestion of toxic substances hazard identification and risk assessment mechanisms health surveillance and monitoring, such as regular blood testing hierarchy of hazard control procedures maintaining clear access national and industry standards and codes of practice OHS control procedures, such as: health and safety plans job plans job safety analyses risk assessments safe operating practices and procedures safe system of work statements safe work instructions work method statements reporting injury and dangerous occurrences routes of entry and potential symptoms of exposure to chemicals safe work practices for equipment, PPE and chemical storage, including interpretation of: MSDS hazardous substance information, such as long latency periods safety training, induction and refresher training selection and use of PPE and clothing appropriate to the hazard ultraviolet light up-to-date electrical test and tag compliance use of chemicals according to MSDS use of residual current devices use, storage and maintenance of equipment according to manufacturer specifications and equipment operating manuals.
Furniture, fittings and loose items may include:	furniture and fittings, such as: air conditioning vents bars beds bedside cupboards benches blinds ceiling fans chairs clocks compactus computers and associated equipment curtains desks displays door handles doors electrical items, including jugs and microwaves filing cabinets grilles lamps light fittings light switches ornaments picture frames railings refrigerators shelves skirting stoves tables telephone handsets vents walls window sills work stations loose items, such as: ashtrays bins books and magazines calculators cups and saucers desk calendars electrical leads food and drink containers kitchen implements mats mugs personal photos phone indexes radios recognition awards tissue boxes wall charts.
Soil types can be wet or dry and may include:	beverages blood blue tack candle wax chewing gum cobwebs dust food glue grease human and animal waste lipstick medicine mud and dirt nail polish paint shoe polish.
Cleaning techniques may include:	dry wiping dusting low-water cleaning methods, such as using microfibre cleaning products polishing spot cleaning vacuuming wet wiping.
Surfaces may include:	fabric upholstery glass laminate leather metal paint plastic polyresin tiles timber vinyl.
Personnel may include:	client’s staff members colleagues general public venue, facility, shopping centre staff and management.
Equipment may include:	access equipment, such as ladders alcohol wipes buckets damp cloths dust extraction tools, such as wall mates and fridge dusters lint-free dusters, such as lamb’s wool and feather dusters lint-free polishing cloths, such as cotton and colour-fast cloths microfibre products mini mops oil impregnated cloths polishing cloths scourers.
Chemicals may include:	acid cleaners alkaline cleaners low environmental-impact chemicals neutral cleaners solvent cleaners.
Personal protective equipment may include:	ear muffs and plugs gloves, such as non-permeable goggles high-visibility vests and clothing overalls and other protective clothing respirators safety glasses safety shoes splash-proof face masks sun protection tongs ultraviolet protection wet-work clothing.
Manufacturer specifications may include:	equipment operating manuals instructional guides MSDS other resources supplied by the manufacturer, such as: laminated cards notices wall posters product labels safety instructions pre-printed on equipment.
Signage and barriers may include:	physical barriers and restraints erected to restrict access to a site signs complying with legislative requirements and Australian standards warning of danger or adverse conditions, including: cleaning in progress hazardous chemicals in use or present in work area.
Work restrictions may include:	amount of cleaning anticipated client activity employee level of literacy and communication skills faulty or inappropriate equipment site accessibility site hazards skills of work unit or team staffing resources time limitations.
Dressing of the room or work area is usually performed in:	boardrooms food courts function rooms hospital wards hotels lounges merchandising areas motels offices public areas.
Waste may be either solid or liquid and include:	chemicals past expiry date dry waste, such as fluff and lint liquid waste litter obsolete equipment packaging soil used cleaning cloths used containers used or contaminated PPE used or unused chemicals.
Environmental requirements may include:	clean-up, containment and isolation company policies and guidelines emergency chemical spill control measures environmental protection agency and requirements of government departments, such as: agriculture emergency services hazardous materials handling local government regulations and by-laws low-energy cleaning methods low environmental-impact chemicals low-moisture cleaning methods low water-use equipment and water-efficient cleaning methods non-chemical cleaning methods.

Unit Sector(s)

Cleaning operations

Custom Content Section

Not applicable.

CPPCLO2017A Clean wet areas

Modification History

Revised unit

Unit updated and equivalent to PRMCL17B Clean a wet area

Unit Descriptor

This unit of competency specifies the outcomes required to clean a wet area so that it is free from soil, odour and hazards. It requires the ability to assess the extent of the cleaning task through understanding client requirements and special characteristics of wet areas, and to apply company policies and procedures in order to perform the task. Selecting the appropriate equipment, chemicals and methods is essential to performing the task safely and efficiently, as is recognising the importance of paying careful attention to health and safety issues.

Application of the Unit

This unit of competency supports employees without managerial or supervisory responsibilities. Wet areas include bathrooms, toilets and changing rooms. Areas such as swimming pools, kitchens, laundries and clinics generally require specialised cleaning methods. Performance would usually be carried out under routine supervision and within company guidelines.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

1	Assess area to be cleaned.	1.1	Hazards are identified and risks controlled in work site according to company, legislative, and occupational health and safety (OHS) requirements.
1.2	Operation and condition of fixtures and fittings are checked and pre-existing damage at work site is reported to appropriate persons according to work order and company requirements.
1.3	Soil is identified by observation according to work order and company requirements.
1.4	Areas that require special attention, including graffiti, are identified according to work order and company requirements.
1.5	Size and usage pattern of work site are determined to ensure safety of, and minimal disruption to, personnel and efficient use of cleaning equipment and chemicals.
1.6	Cleaning techniques for wet areas are selected according to work order and company requirements.

2	Select equipment and chemicals.	2.1	Suitable personal protective equipment (PPE) is selected and used according to manufacturer specifications, and OHS and company requirements.
2.2	Equipment and chemicals are selected for work order according to OHS and company requirements.
2.3	Operational effectiveness of equipment is checked according to manufacturer specifications and company requirements.
2.4	Equipment is adjusted to suit operator’s requirements according to manufacturer specifications and OHS requirements.
2.5	Chemicals are prepared according to manufacturer specifications, and OHS and company requirements.

3	Prepare work site	3.1	Hazards in work site are confirmed and risks are controlled and reassessed according to legislative, OHS and company requirements.
3.2	Signage and barriers are installed as required to maximise public safety during cleaning operation according to work order, and OHS and company requirements.
3.3	Work restrictions affecting completion of work order are identified and appropriate persons are notified.

4	Clean work site.	4.1	Loose soil is removed prior to commencing surface cleaning according to work order, and OHS and company requirements.
4.2	Fixtures, fittings and surfaces are cleaned using equipment, chemicals and cleaning techniques according to work order, and OHS and company requirements.
4.3	Remaining heavy soil, graffiti and stained surfaces are treated or reported to appropriate persons for follow-up action according to work order and company requirements.
4.4	Soiled items are laundered according to work order and company requirements.
4.5	Work is performed according to work order, manufacturer specifications, and legislative, OHS and company requirements.

5	Replenish consumables and tidy work site.	5.1	Consumable items are replenished according to client requests, work order and company requirements.
5.2	Collected soil and waste are disposed of according to client specifications, work order, manufacturer specifications and legislative, OHS, company and environmental requirements.
5.3	Signage and barriers are removed according to work order, and OHS and company requirements.

6	Clean and safety check equipment, and store equipment and chemicals.	6.1	Equipment and PPE are cleaned according to manufacturer specifications and environmental, OHS and company requirements.
6.2	Equipment and PPE are safety checked according to manufacturer specifications and OHS requirements, and required maintenance is recorded according to company requirements.
6.3	Equipment and PPE are stored and maintained to allow ready access according to manufacturer specifications, and OHS and company requirements.
6.4	Chemicals are stored according to manufacturer specifications, and OHS and company requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
customer service skills to: establish rapport with clients gain clients’ trust identify client expectations interpersonal skills to relate to people from a range of backgrounds language, literacy and numeracy skills to: communicate clearly and concisely verbally and in writing perform mathematical calculations required for: diluting and mixing chemicals as specified on product labels measuring area read and interpret directions and safety instructions, including: chemical labels equipment manuals material safety data sheets (MSDS) request advice or further information seek and receive feedback source, organise and record information observation skills to: identify soil and stains identify surface types to determine cleaning method organisational skills to plan and organise work problem-solving skills to manage contingencies skills to work safely when: handling and disposing of chemicals handling and disposing of contaminated and toxic waste identifying hazards and controlling risks manual handling using equipment for: cleaning glass damp wiping hosing mopping squeegeeing sweeping washing self-management skills to work alone and in a team
Required knowledge
cleaning chemicals and equipment for wet areas cleaning methods for: wet areas sterilising company management structure and procedures, including: biological and viral control emergency response and evacuation procedures environmental protection procedures injury, dangerous occurrence and incident reporting OHS procedures quality systems legislation, regulations, codes of practice and industry advisory standards that apply to cleaning a wet area, including OHS legislation routes of entry and potential symptoms of exposure to chemicals safe work practices for using: chemicals equipment, including PPE

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	This unit of competency could be assessed by observing practical demonstrations of cleaning a wet area involving at least two different work site environments.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: identify hazards and risks associated with wet areas identify fittings, surfaces and soil types found in wet areas select cleaning equipment and chemicals use safe and efficient cleaning methods achieve outcomes in relation to customer work order and company requirements comply with company and legislative requirements.
Context of and specific resources for assessment	Assessment of essential underpinning knowledge may be conducted in an off-site context. It is to comply with relevant regulatory or Australian standards’ requirements. Resource implications for assessment include access to: suitable wet area venue suitable equipment and chemicals PPE equipment operating manuals and MSDS work order instructions, work plans and schedules assessment instruments, including personal planner and assessment record book.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments.
Guidance information for assessment	Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. This unit could be assessed on its own or in combination with other units relevant to the job function, such as: CPPCLO2001A Maintain hard floor surfaces CPPCLO2015A Maintain furniture, fittings and room dressing CPPCLO3002A Restore hard floor surfaces.

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.
Hazards may include:	allergic reactions to chemicals or equipment, including latex allergies biological and animal waste bites and stings blood and blood-stained products confined or restricted spaces contaminated clothing, materials or equipment damaged or inappropriate equipment dust and fibres electrical hazards arising from: cables electrical fittings: switches lights untested electrical equipment fatigue fire gas heights inadequate lighting and ventilation infectious and zoonotic diseases, such as: Q fever scabies mobile equipment and vehicle hazards around plant and vehicles moving or unguarded parts noise occupational violence and bullying poor personal hygiene practices spill, splash and spray release of substances with negative environmental impact synergistic chemical reactions, such as: hazardous incompatibility reactivity syringes or other sharps temperature extremes ultraviolet light unsafe manual-handling techniques, including awkward and repetitive postures unsafe underfoot conditions, such as slippery, uneven and rough surfaces work in unfamiliar isolated or remote environments.
Company requirements may include:	business and performance plans client communication procedures client confidentiality procedures client service standards communication channels and reporting procedures company goals, objectives, plans, systems and processes company issued identification badges, cards or passes company policies and procedures, including: access and equity policy, principles and practice OHS policies and procedures, including control procedures maintenance procedures for equipment and PPE those relating to own role, responsibility and delegation work site access security clearance procedures company service standards dress and presentation requirements duty of care, code of conduct, and code of ethics emergency response and evacuation procedures employer and employee rights and responsibilities environmental protection procedures personnel practices and guidelines quality and continuous improvement processes and standards records and information systems and processes training materials (induction, refresher and new skills) use of contractors.
Legislative requirements may include:	Australian standards, quality assurance and certification requirements award and enterprise agreements industry advisory standards and codes, such as: building codes dangerous goods codes relevant commonwealth, state and territory legislation and local government regulations affecting company operation, including: anti-discrimination and diversity policies chemical controls chemical registers and manifests consumer protection energy conservation environmental protection equal employment opportunity freedom of information industrial equipment certificates of competency or licences industrial relations OHS Acts and regulations privacy public health trade practices water conservation workplace consultative arrangements.
Occupational health and safety (also known as workplace health and safety) requirements may relate to:	allergic reactions, such as contact dermatitis communication devices for remote and isolated locations, such as: mobile phone two-way radio dermatoxicological control and prevention measures emergency procedures for eye and skin contact, and inhalation and ingestion of toxic substances hazard identification and risk assessment mechanisms health surveillance and monitoring, such as regular blood testing hierarchy of hazard control procedures maintaining clear access national and industry standards and codes of practice OHS control procedures, such as: health and safety plans job plans job safety analyses risk assessments safe operating practices and procedures safe system of work statements safe work instructions work method statements reporting injury and dangerous occurrences routes of entry and potential symptoms of exposure to chemicals safe work practices for equipment, PPE and chemical storage, including interpretation of: MSDS hazardous substance information, such as long latency periods safety training, induction and refresher training selection and use of PPE and clothing appropriate to the hazard ultraviolet light up-to-date electrical test and tag compliance use of chemicals according to MSDS use of residual current devices use, storage and maintenance of equipment according to manufacturer specifications and equipment operating manuals.
Fixtures and fittings may include:	baths bidets cleaner’s sluices hand basins hand dryers mirrors paper dispensers personal item product dispensers racks rubbish receptacles showers sinks soap dispensers spas taps toilet bowls, seats and cisterns troughs urinal trough and wall vanity units.
Appropriate persons may include:	clients colleagues managers persons in control of work sites supervisors.
Work order information may include:	access to work site, including: access and egress points timing of access budget allocations completion times and dates human resource requirements to complete the work tasks job requirements and tasks legislative and local government requirements OHS requirements and emergency response procedures requirements for working in isolated and remote locations resource requirements, such as equipment and materials specific client requirements, such as: dress and presentation requirements relationships with other activities use of signage and barriers work schedules work site contact persons work site requirements for specific industries, such as: hospitals and medical centres nursing homes retail food courts schools tourism and hospitality.
Soil types can be wet or dry and may include:	blood cobwebs dust food, food scraps and residue grease human and animal waste litter mould and algae mud and dirt pen, texta and pencil rust soap scum.
Personnel may include:	client’s staff members colleagues general public venue, facility, shopping centre staff and management.
Equipment may include:	absorbent cleaning cloths brooms buckets cleaning trolleys damp cloths doodle bugs dry cloths microfibre products hoses and nozzles lint-free cloths long-handled brushes and dustpan tongs mops needle hazard disposal units nylon scourers scrapers scrubbing brushes scrubbing and polishing machines toilet brushes window squeegees wringer buckets.
Chemicals may include:	acid cleaners alkaline cleaners low environmental-impact chemicals neutral cleaners solvent cleaners.
Cleaning techniques may include:	buffing cobwebbing dusting hosing low-water cleaning methods, such as using microfibre cleaning products mopping polishing pre-spraying scrubbing spot cleaning sweeping wet wiping window cleaning.
Wet areas may include:	bathrooms change rooms ensuites laundries pools spas tea rooms and kitchenettes toilets and restrooms wash-up areas.
Personal protective equipment may include:	ear muffs and plugs gloves, such as non-permeable goggles high-visibility vests and clothing overalls and other protective clothing respirators safety glasses safety shoes splash-proof face masks sun protection tongs ultraviolet protection wet-work clothing.
Manufacturer specifications may include:	equipment operating manuals instructional guides MSDS other resources supplied by the manufacturer, such as: laminated cards notices wall posters product labels safety instructions pre-printed on equipment.
Signage and barriers may include:	physical barriers and restraints erected to restrict access to a site signs complying with legislative requirements and Australian standards warning of danger or adverse conditions, including: cleaning in progress hazardous chemicals in use or present in work area.
Work restrictions may include:	amount of cleaning anticipated client activity employee level of literacy and communication skills faulty or inappropriate equipment site accessibility site hazards skills of work unit or team staffing resources time limitations.
Surfaces may include:	ceramics and porcelain chrome concrete glass laminate metal paint plastic stainless steel stone new technologies terracotta vinyl.
Consumable items may include:	air fresheners bin liners cloth towels and tea towels deodorant blocks hand towels, such as cloth, rolls and sheets liquid and bar soap personal toiletries toilet paper.
Waste may be either solid or liquid and include:	chemicals past expiry date contaminated waste liquid waste obsolete equipment packaging soil used cleaning cloths used containers used or contaminated PPE used or unused chemicals.
Environmental requirements may include:	clean-up, containment and isolation company policies and guidelines emergency chemical spill control measures environmental protection agency and requirements of government departments, such as: agriculture emergency services hazardous materials handling local government regulations and by-laws low-energy cleaning methods low environmental-impact chemicals low-moisture cleaning methods low water-use equipment and water-efficient cleaning methods non-chemical cleaning methods.

Unit Sector(s)

Cleaning operations

Custom Content Section

Not applicable.

CPPCLO2019A Sort and remove waste and recyclable materials

Modification History

Revised unit

Element structure and performance criteria expanded to reflect workplace requirements

Skills and knowledge requirements and the range statement updated

New unit title

Unit based on PRMCL19B Remove waste

Unit Descriptor

This unit of competency specifies the outcomes required to remove waste from an area that is being cleaned and transfer it to a waste disposal point, usually specified by the client. Waste collection is usually conducted on a daily basis as part of a regular cleaning routine.

The unit requires the ability to assess the extent and types of waste through understanding client requirements and applying company policies and procedures. Selecting the appropriate equipment, chemicals and methods is essential to performing the task safely and efficiently. It is very important to pay careful attention to health and safety issues affecting both the cleaner and the general public.

Application of the Unit

This unit of competency supports employees without managerial or supervisory responsibilities. Performance would usually be carried out under routine supervision and within company guidelines.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

1	Assess waste to be removed.	1.1	Waste and recyclable materials are assessed, work order is reviewed according to company requirements, and issues are clarified with appropriate persons.
1.2	Hazards are identified and risks controlled in work site according to company, legislative, and occupational health and safety (OHS) requirements.
1.3	Waste and recyclable types to be collected are identified by observation according to work order and company requirements.

2	Select equipment and chemicals.	2.1	Personal protective equipment (PPE) is selected and used according to manufacturer specifications, and OHS and company requirements.
2.2	Equipment and chemicals are selected for work order according to OHS and company requirements.
2.3	Operational effectiveness of equipment is checked according to manufacturer specifications and company requirements.
2.4	Equipment is adjusted to suit operator’s requirements according to manufacturer specifications and OHS requirements.
2.5	Chemicals are prepared according to manufacturer specifications, and OHS and company requirements.

3	Transfer waste to waste carrier.	3.1	Waste is transferred to waste carrier according to work order, and OHS and company requirements.
3.2	Rubbish bins and surrounds are spot cleaned according to work order and company requirements.
3.3	Soiled rubbish bin liners are replaced according to work order, and OHS and company requirements.
3.4	Work restrictions affecting the completion of work order are identified and appropriate persons are promptly notified.

4	Deliver waste to disposal unit.	4.1	Waste is promptly removed from site according to work order, and OHS and company requirements.
4.2	Waste is transported to disposal unit by shortest practical and safest route according to work order, and OHS and company requirements.

5	Sort and deliver recyclable materials.	5.1	Recyclable materials are identified, separated and sorted according to work order, and OHS and company requirements.
5.2	Recyclable materials are moved safely and according to work orders to recycling collection units used for each type of material.
5.3	Recycling containers and surrounds are spot cleaned according to work order, and OHS and company requirements.
5.4	Recycling containers are checked and replaced in designated locations, with signage indicating use.
5.5	Records of recyclable materials that have been sorted and transferred are made according to work orders.

6	Clean and safety check equipment, and store equipment and chemicals.	6.1	Cleaning techniques are used to clean equipment and PPE according to manufacturer specifications and OHS, company and environmental requirements.
6.2	Equipment and PPE are safety checked according to manufacturer specifications and OHS requirements, and required maintenance is recorded according to company requirements.
6.3	Equipment and PPE are stored and maintained to allow ready access according to manufacturer specifications, and OHS and company requirements.
6.4	Chemicals are stored according to manufacturer specifications, and OHS and company requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
customer service skills to: establish rapport with clients gain clients’ trust identify client expectations interpersonal skills to relate to people from a range of backgrounds language, literacy and numeracy skills to: communicate clearly and concisely verbally and in writing perform mathematical calculations required for diluting and mixing chemicals as specified on product labels read and interpret directions and safety instructions, including: chemical labels equipment manuals material safety data sheets (MSDS) work orders request advice or further information seek and receive feedback source, organise and record information observation skills to: identify waste types identify hazards planning and organising skills to sort and deliver recyclable materials problem-solving skills to manage contingencies skills to work safely when: controlling risks damp wiping and spot cleaning handling and disposing of contaminated and toxic waste selecting, handling and disposing of chemicals self-management skills to work alone and in a team
Required knowledge
cleaning chemicals and equipment for required cleaning company management structure and procedures, including: biological and viral control emergency response and evacuation procedures environmental protection procedures first aid procedures injury, dangerous occurrence and incident reporting OHS procedures quality systems legislation, regulations, codes of practice and industry advisory standards that apply to sorting and removing waste and recyclable materials, including OHS legislation routes of entry and potential symptoms of exposure to chemicals safe work practices for using: chemicals equipment, including PPE waste transfer procedures, including: location of disposal units location of waste pick-up equipment types of waste handling equipment types of waste storage receptacles and the selection and use of liners

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	This unit of competency could be assessed by observing practical demonstrations of removing waste involving at least two different work site environments.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: identify hazards and risks associated with handling waste identify waste types comply with company and legislative requirements use safe and efficient cleaning methods use safe and efficient waste removal methods select cleaning equipment and chemicals achieve outcomes in relation to client work order and company requirements.
Context of and specific resources for assessment	Assessment of essential underpinning knowledge may be conducted in an off-site context. It is to comply with relevant regulatory or Australian standards’ requirements. Resource implications for assessment include access to: suitable venue suitable equipment and chemicals PPE equipment operating manuals and MSDS work order instructions, work plans and schedules assessment instruments, including personal planner and assessment record book.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments.
Guidance information for assessment	Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. This unit could be assessed on its own or in combination with other units relevant to the job function, such as: CPPCLO2001A Maintain hard floor surfaces CPPCLO2004A Maintain carpeted floors CPPCLO2015A Maintain furniture, fittings and room dressing CPPCLO2017A Clean wet areas.

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.
Waste may be either solid or liquid and include:	chemical and metal, such as: computing consumables photocopying consumables printing consumables contaminated and hazardous biological, such as: blood and other human waste cytotoxic waste soiled and disposable linen syringes and needles general waste, such as: drinks foodstuffs.
Recyclable materials will be determined by company policy and client requirements and may include:	packaging materials paper cardboard food stuffs plastics glass metals, such as aluminium other items that are designated for re-use, such as toner cartridges.
Work order information may include:	access to work site, including: access and egress points timing of access budget allocations completion times and dates human resource requirements to complete the work tasks job requirements and tasks legislative and local government requirements OHS requirements and emergency response procedures requirements for working in isolated and remote locations resource requirements, such as equipment and materials specific client requirements, such as: dress and presentation requirements relationships with other activities use of signage and barriers work schedules work site contact persons work site requirements for specific industries, such as: hospitals and medical centres nursing homes retail food courts schools tourism and hospitality.
Company requirements may include:	business and performance plans client communication procedures client confidentiality procedures client service standards communication channels and reporting procedures company goals, objectives, plans, systems and processes company issued identification badges, cards or passes company policies and procedures, including: access and equity policy, principles and practice OHS policies and procedures, including control procedures maintenance procedures for equipment and PPE those relating to own role, responsibility and delegation work site access security clearance procedures company service standards dress and presentation requirements duty of care, code of conduct, and code of ethics emergency response and evacuation procedures employer and employee rights and responsibilities environmental protection procedures personnel practices and guidelines quality and continuous improvement processes and standards records and information systems and processes training materials (induction, refresher and new skills) using contractors.
Appropriate persons may include:	clients colleagues managers persons in control of work sites supervisors.
Hazards may include:	allergic reactions to chemicals or equipment, including latex allergies biological and animal waste bites and stings blood and blood-stained products confined or restricted spaces contaminated clothing, materials or equipment damaged or inappropriate equipment dust and fibres electrical hazards arising from: cables electrical fittings: switches lights untested electrical equipment fatigue fire gas heights inadequate lighting and ventilation infectious and zoonotic diseases, such as: Q fever scabies mobile equipment and vehicle hazards around plant and vehicles moving or unguarded parts of any equipment used in the removal, transfer and transport of waste and recyclable materials noise occupational violence and bullying poor personal hygiene practices spill, splash and spray release of substances with negative environmental impact synergistic chemical reactions, such as: hazardous incompatibility reactivity syringes or other sharps temperature extremes ultraviolet light unsafe manual-handling techniques, including awkward and repetitive postures unsafe underfoot conditions, such as slippery, uneven and rough surfaces work in unfamiliar isolated or remote environments.
Legislative requirements may include:	Australian standards, quality assurance and certification requirements award and enterprise agreements industry advisory standards and codes, such as: building codes dangerous goods codes relevant commonwealth, state and territory legislation and local government regulations affecting company operation, including: anti-discrimination and diversity policies chemical controls chemical registers and manifests consumer protection energy conservation environmental protection equal employment opportunity freedom of information industrial equipment certificates of competency or licences industrial relations OHS Acts and regulations privacy public health trade practices water conservation workplace consultative arrangements.
Occupational health and safety (also known as workplace health and safety) requirements may relate to:	allergic reactions, such as contact dermatitis communication devices for remote and isolated locations, such as: mobile phone two-way radio dermatoxicological control and prevention measures emergency procedures for eye and skin contact, and inhalation and ingestion of toxic substances hazard identification and risk assessment mechanisms health surveillance and monitoring, such as regular blood testing hierarchy of hazard control procedures maintaining clear access national and industry standards and codes of practice OHS control procedures, such as: health and safety plans job plans job safety analyses risk assessments safe operating practices and procedures safe system of work statements safe work instructions work method statements reporting injury and dangerous occurrences routes of entry and potential symptoms of exposure to chemicals safe work practices for equipment, PPE and chemical storage, including interpretation of: MSDS hazardous substance information, such as long latency periods safety training, induction and refresher training selection and use of PPE and clothing appropriate to the hazard ultraviolet light up-to-date electrical test and tag compliance use of chemicals according to MSDS use of residual current devices use, storage and maintenance of equipment according to manufacturer specifications and equipment operating manuals.
Personal protective equipment may include:	ear muffs and plugs gloves, such as non-permeable goggles high-visibility vests and clothing overalls and other protective clothing respirators safety glasses safety shoes splash-proof face masks sun protection tongs ultraviolet protection wet-work clothing.
Manufacturer specifications may include:	equipment operating manuals instructional guides MSDS other resources supplied by the manufacturer, such as: laminated cards notices wall posters product labels safety instructions pre-printed on equipment.
Equipment may include:	bin liners cleaning cloths damp wiping kits long-handled dustpans and brooms nylon pads pick-up trolleys scrubbing brushes spray bottles wheelie bins (mobile garbage bins).
Chemicals may include:	acid cleaners alkaline cleaners low environmental-impact chemicals neutral cleaners solvent cleaners.
Waste carriers may include:	garbage bags sharps containers trolleys wheelie bins.
Rubbish bins may include:	bio-hazard bags and bins contaminated waste bins general purpose bins needle hazard disposal units radioactive waste bins recycle bins rest room bins wet rubbish bins.
Work restrictions may include:	amount of cleaning anticipated client activity employee level of literacy and communication skills faulty or inappropriate equipment site accessibility site hazards skills of work unit or team staffing resources time limitations.
Disposal units may include:	compactors dumpmasters large waste bins open trucks wheelie bins.
Cleaning techniques may include:	external cleaning, such as waste disposal units full cleaning spot cleaning sweeping.
Environmental requirements may include:	clean-up, containment and isolation company policies and guidelines emergency chemical spill control measures environmental protection agency and requirements of government departments, such as: agriculture emergency services hazardous materials handling local government regulations and by-laws low-energy cleaning methods low environmental-impact chemicals low-moisture cleaning methods low water-use equipment and water-efficient cleaning methods non-chemical cleaning methods.

Unit Sector(s)

Cleaning operations

Custom Content Section

Not applicable.

CPPCLO2033A Plan for safe and efficient cleaning activities

Modification History

Revised unit

Unit updated and equivalent to PRMCL33B Plan for safe and efficient cleaning activities

Unit Descriptor

This unit of competency specifies the outcomes required to plan for safe and efficient cleaning activities. The unit covers general issues that need to be addressed in each work site for each cleaning activity to ensure maximum safety and efficiency.

The unit requires the ability to assess cleaning tasks, associated hazards and security issues on the work site, maintain personal safety, and select safe and efficient cleaning methods. These work functions are performed each time a cleaner enters a work site and are carried out within company guidelines.

Application of the Unit

This unit of competency supports employees without managerial or supervisory responsibilities.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills..

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

1	Assess cleaning situation.	1.1	Work order is reviewed according to company requirements.
1.2	Work site assessment is made according to company, environmental, legislative and occupational health and safety (OHS) requirements.
1.3	Work order is checked to determine staffing and time allocation for cleaning operation according to company requirements.
1.4	Access to equipment, chemicals, consumables and personal protective equipment (PPE) suitable for implementing work order is determined according to environmental, legislative, OHS and company requirements.
1.5	Issues are clarified with appropriate persons according to company requirements.
1.6	Work schedules are amended to reflect changed situations according to company requirements.
1.7	Pre-existing damage is identified and reported to appropriate persons according to work order and company requirements.

2	Assess hazards.	2.1	Hazards in work site are identified according to legislative, OHS and company requirements.
2.2	Risks arising from hazards in work site are controlled according to legislative, OHS and company requirements.
2.3	Hazards remaining in work site area are reported to appropriate persons according to legislative, OHS and company requirements.

3	Assess work site security risks.	3.1	Security arrangements on work site are identified and implemented according to work order, and OHS and company requirements.
3.2	Emergency response and evacuation procedures are reviewed according to OHS and company requirements.
3.3	Security alarm systems are operated according to client specifications, work order, manufacturer specifications and OHS and company requirements.

4	Select suitable work methods.	4.1	Cleaning methods are selected according to work order and environmental, legislative, OHS and company requirements.
4.2	Signage and barriers are installed as required to maximise public safety during cleaning operation according to work order, and OHS and company requirements.
4.3	Cleaning activity is arranged to minimise disruption to personnel according to work order and company requirements.
4.4	Equipment is used according to manufacturer specifications and legislative, OHS and company requirements.
4.5	Chemicals are prepared according to manufacturer specifications and legislative, OHS and company requirements.
4.6	Work restrictions affecting completion of work order are identified and appropriate persons are notified according to OHS and company requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
interpersonal skills to relate to people from a range of backgrounds language, literacy and numeracy skills to: communicate clearly and concisely verbally and in writing perform mathematical calculations required for estimating time read and interpret directions and safety instructions, including: chemical labels equipment manuals material safety data sheets (MSDS) work orders request advice or further information seek and receive feedback source, organise and record information planning and organising skills to: manage time prioritise work schedule efficiently problem-solving skills to manage contingencies skills to work safely when: handling and disposing of chemicals handling and disposing of contaminated and toxic waste identifying hazards and controlling risks manual handling self-management skills to work alone and in a team teamwork skills to lead teams
Required knowledge
company management structure and procedures, including: biological and viral control emergency response and evacuation procedures environmental protection procedures first aid procedures injury, dangerous occurrence and incident reporting OHS procedures quality systems legislation, regulations, codes of practice and industry advisory standards that apply to planning for safe and efficient cleaning activities, including OHS legislation product knowledge, including manufacturer specifications for products being used routes of entry and potential symptoms of exposure to chemicals safe work practices for using: chemicals equipment, including PPE types of surfaces, their characteristics and appropriate cleaning methods

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	This unit of competency could be assessed by observing practical demonstrations of planning for safe and efficient cleaning activities involving at least two different work site environments.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: assess cleaning task assess hazards on work site assess effectiveness of work site security arrangements within scope of task and work order select suitable cleaning methods comply with company, legislative and regulatory requirements use biological and viral control procedures apply knowledge of routes of entry and potential symptoms of exposure to chemicals.
Context of and specific resources for assessment	Assessment of essential underpinning knowledge may be conducted in an off-site context. It is to comply with relevant regulatory or Australian standards’ requirements. Resource implications for assessment include access to: suitable work site or venue suitable equipment and chemicals PPE work order instructions, work plans and schedules assessment instruments, including personal planner and assessment record book.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments.
Guidance information for assessment	Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. This unit could be assessed on its own or in combination with other units relevant to the job function, such as: CPPCLO2035A Maintain cleaning storage areas CPPCMN2002A Participate in workplace safety arrangements.

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.
Work order information may include:	access to work site, including: access and egress points timing of access budget allocations completion times and dates human resource requirements to complete the work tasks job requirements and tasks legislative and local government requirements OHS requirements and emergency response procedures requirements for working in isolated and remote locations resource requirements, such as equipment and materials specific client requirements, such as: dress and presentation requirements relationships with other activities use of signage and barriers work schedules work site contact persons work site requirements for specific industries, such as: hospitals and medical centres nursing homes retail food courts schools tourism and hospitality.
Company requirements may include:	business and performance plans client communication procedures client confidentiality procedures client service standards communication channels and reporting procedures company goals, objectives, plans, systems and processes company issued identification badge, card or pass company policies and procedures, including: access and equity policy, principles and practice OHS policies and procedures, including control procedures maintenance procedures for equipment and PPE those relating to own role, responsibility and delegation work site access security clearance procedures company service standards dress and presentation requirements duty of care, code of conduct, and code of ethics emergency response and evacuation procedures employer and employee rights and responsibilities environmental protection procedures personnel practices and guidelines quality and continuous improvement processes and standards records and information systems and processes training materials (induction, refresher and new skills) using contractors.
Work site assessment may include:	amount and type of cleaning required client specifications health and safety matters identifying pre-existing damage number and skills of cleaners available security procedures size and condition of work site type and suitability of equipment.
Environmental requirements may include:	clean-up, containment and isolation company policies and guidelines emergency chemical spill control measures environmental protection agency and requirements of government departments, such as: agriculture emergency services hazardous materials handling local government regulations and by-laws low-energy cleaning methods low environmental-impact chemicals low-moisture cleaning methods low water-use equipment and water-efficient cleaning methods non-chemical cleaning methods.
Legislative requirements may include:	Australian standards, quality assurance and certification requirements award and enterprise agreements industry advisory standards and codes, such as: building codes dangerous goods codes relevant commonwealth, state and territory legislation and local government regulations affecting company operation, including: anti-discrimination and diversity policies chemical controls chemical registers and manifests consumer protection energy conservation environmental protection equal employment opportunity freedom of information industrial equipment certificates of competency or licences industrial relations OHS Acts and regulations privacy public health trade practices water conservation workplace consultative arrangements.
Occupational health and safety (also known as workplace health and safety) requirements may relate to:	allergic reactions, such as contact dermatitis communication devices for remote and isolated locations, such as: mobile phone two-way radio dermatoxicological control and prevention measures emergency procedures for eye and skin contact, and inhalation and ingestion of toxic substances hazard identification and risk assessment mechanisms health surveillance and monitoring, such as regular blood testing hierarchy of hazard control procedures maintaining clear access national and industry standards and codes of practice OHS control procedures, such as: health and safety plans job plans job safety analyses risk assessments safe operating practices and procedures safe system of work statements safe work instructions work method statements reporting injury and dangerous occurrences routes of entry and potential symptoms of exposure to chemicals safe work practices for equipment, PPE and chemical storage, including interpretation of: MSDS hazardous substance information, such as long latency periods safety training, induction and refresher training selection and use of PPE and clothing appropriate to the hazard ultraviolet light up-to-date electrical test and tag compliance use of chemicals according to MSDS use of residual current devices use, storage and maintenance of equipment according to manufacturer specifications and equipment operating manuals.
Equipment may include:	access equipment bins brooms buckets buffers cleaning trolleys cloths cobwebbers doodle bag holders drop sheets drying equipment dust pans and brushes dusters extension poles extraction units, wands and hand tools hoses ladders microfibre products mops polishers pressure-washing equipment and attachments scouring pads scrapers scrubbers sponges spray bottles squeegees steam cleaners sweepers vacuum cleaners and attachments window cleaning equipment work site communication devices.
Chemicals may include:	acid cleaners alkaline cleaners low environmental-impact chemicals neutral cleaners solvent cleaners.
Consumables may include:	air fresheners hand towels liner bags soap toilet paper.
Personal protective equipment may include:	ear muffs and plugs gloves, such as non-permeable goggles high-visibility vests and clothing overalls and other protective clothing respirators safety glasses safety shoes splash-proof face masks sun protection tongs ultraviolet protection wet-work clothing.
Appropriate persons may include:	managers persons in control of work sites supervisors.
Hazards may include:	allergic reactions to chemicals or equipment, including latex allergies biological and animal waste bites and stings blood and blood-stained products confined or restricted spaces contaminated clothing, materials or equipment damaged or inappropriate equipment dust and fibres electrical hazards arising from: cables electrical fittings: switches lights untested electrical equipment fatigue fire gas heights inadequate lighting and ventilation infectious and zoonotic diseases, such as: Q fever scabies mobile equipment and vehicle hazards around plant and vehicles moving or unguarded parts noise occupational violence and bullying poor personal hygiene practices spill, splash and spray release of substances with negative environmental impact synergistic chemical reactions, such as: hazardous incompatibility reactivity syringes or other sharps temperature extremes ultraviolet light unsafe manual-handling techniques, including awkward and repetitive postures unsafe underfoot conditions, such as slippery, uneven and rough surfaces work in unfamiliar isolated or remote environments.
Manufacturer specifications may include:	equipment operating manuals instructional guides MSDS other resources supplied by the manufacturer, such as: laminated cards notices wall posters product labels safety instructions pre-printed on equipment.
Signage and barriers may include:	physical barriers and restraints erected to restrict access to a site signs complying with legislative requirements and Australian standards warning of danger or adverse conditions, including: cleaning in progress hazardous chemicals in use or present in work area.
Personnel may include:	client’s staff members colleagues general public venue, facility, shopping centre staff and management.
Work restrictions may include:	amount of cleaning anticipated client activity employee level of literacy and communication skills faulty or inappropriate equipment site accessibility site hazards skills of work unit or team staffing resources time limitations.

Unit Sector(s)

Cleaning operations

Custom Content Section

Not applicable.

CPPCLO2035A Maintain cleaning storage areas

Modification History

Revised unit

Unit updated and equivalent to PRMCL35B Maintain a cleaning storage area

Unit Descriptor

This unit of competency specifies the outcomes required to maintain cleaning equipment and consumable storage areas, which may be a vehicle or premises. The movement and control of equipment, chemicals and consumables used in the provision of cleaning services are also addressed.

The unit requires the ability to maintain and operate a safe and efficient cleaning storage area according to legislative requirements. Maintaining the storage area requires the ability to follow established procedures, understand issues associated with storing and using chemicals, and adhere to legislative and public health and safety requirements.

Application of the Unit

This unit of competency supports employees without managerial or supervisory responsibilities. The unit applies to persons whose major function is cleaning, not storekeeping.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

1	Maintain storage area	1.1	Storage area is secured from unauthorised access according to legislative, occupational health and safety (OHS) and company requirements.
1.2	Hazards are identified and risks are controlled in storage area according to legislative, OHS and company requirements.
1.3	Safety warnings are prominently displayed and safety information is made accessible according to legislative, OHS and company requirements.
1.4	Equipment is stored, maintained and checked to enable ready access and re-use according to manufacturer specifications and legislative, OHS and company requirements.
1.5	Chemicals and consumables are stored according to manufacturer specifications and legislative, OHS and company requirements.
1.6	Personal protective equipment (PPE) is cleaned, safety- checked and stored, and maintenance requirements are recorded according to manufacturer specifications, and OHS and company requirements.
1.7	Work site communication devices and documents are reviewed and responded to according to company requirements.
1.8	Collected waste is disposed of according to work order, manufacturer specifications and legislative, OHS, company and environmental requirements.
1.9	Storage area is made accessible and free of obstacles according to practical restrictions of site or vehicle, and according to OHS and company requirements.

2	Control and maintain stocks of equipment and chemicals	2.1	Inventory system of equipment, PPE, chemicals and consumables with maximum and minimum holding levels is operated and maintained according to legislative and company requirements.
2.2	Usage patterns are monitored and chemicals and consumables are re-ordered to maintain required levels according to company requirements.
2.3	Labelling system of containers is maintained according to manufacturer specifications and legislative, OHS and company requirements.
2.4	Chemicals and consumables are issued on a first-in first-out basis according to company requirements.
2.5	Chemicals are prepared according to manufacturer specifications and legislative, OHS and company requirements.
2.6	Obsolete equipment, chemicals and waste are collected and disposed of according to manufacturer specifications and environmental, legislative, OHS and company requirements.

3	Respond to emergency situations	3.1	Spillages and emergency situations are responded to with emergency response procedures according to environmental, legislative, OHS and company requirements.
3.2	Regulatory and company documentation is prepared according to environmental, legislative, OHS and company requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
interpersonal skills to relate to people from a range of backgrounds language, literacy and numeracy skills to: communicate clearly and concisely verbally and in writing perform mathematical calculations required for diluting and mixing chemicals as specified on product labels read and interpret directions and safety instructions, including: chemical labels equipment manuals material safety data sheets (MSDS) request advice or further information seek and receive feedback source, organise and record information planning and organising skills to: control stock sequence tasks problem-solving skills to manage contingencies skills to work safely when: handling and disposing of chemicals handling and disposing of contaminated and toxic waste identifying hazards and controlling risks manual handling self-management skills to work alone and in a team
Required knowledge
company management structure and procedures, including: biological and viral control emergency response and evacuation procedures environmental protection procedures injury, dangerous occurrence and incident reporting OHS procedures quality systems documentation requirements hazards and risks of storing, preparing, using and disposing of chemicals legislation, regulations, codes of practice and industry advisory standards that apply to maintaining cleaning storage areas, including OHS legislation product knowledge, including manufacturer specifications for equipment and chemicals being used routes of entry and potential symptoms of exposure to chemicals safe work practices for using: chemicals equipment, including PPE

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	This unit of competency could be assessed by observing at least two practical demonstrations of maintaining cleaning storage areas.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: comply with company, legislative and regulatory requirements maintain a secure and accessible storage area use emergency response procedures use good storage and housekeeping practices, particularly those relating to labelling and security of chemicals use systematic stock control records.
Context of and specific resources for assessment	Assessment of essential underpinning knowledge may be conducted in an off-site context. It is to comply with relevant regulatory or Australian standards’ requirements. Resource implications for assessment include access to: suitable venue, including stores and store records suitable equipment and chemicals PPE equipment operating manuals and MSDS work order instructions, work plans and schedules assessment instruments, including personal planner and assessment record book.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments.
Guidance information for assessment	Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. This unit could be assessed on its own or in combination with other units relevant to the job function, such as: CPPCLO2033A Plan for safe and efficient cleaning activities CPPCMN2002A Participate in workplace safety arrangements.

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.
Storage area may be a vehicle, room, storage cupboard or other secure area separate from normal client functions and may include:	chemical cupboards clothes racks desks equipment storage bays in-built vehicular storage arrangement to keep consumables and equipment secure during transport slop sinks.
Legislative requirements may include:	Australian standards, quality assurance and certification requirements award and enterprise agreements industry advisory standards and codes, such as: building codes dangerous goods codes relevant commonwealth, state and territory legislation and local government regulations affecting company operation, including: anti-discrimination and diversity policies chemical controls chemical registers and manifests consumer protection energy conservation environmental protection equal employment opportunity freedom of information industrial equipment certificates of competency or licences industrial relations OHS Acts and regulations privacy public health trade practices water conservation workplace consultative arrangements.
Occupational health and safety (also known as workplace health and safety) requirements may relate to:	allergic reactions, such as contact dermatitis communication devices for remote and isolated locations, such as: mobile phone two-way radio dermatoxicological control and prevention measures emergency procedures for eye and skin contact, and inhalation and ingestion of toxic substances hazard identification and risk assessment mechanisms health surveillance and monitoring, such as regular blood testing hierarchy of hazard control procedures maintaining clear access national and industry standards and codes of practice OHS control procedures, such as: health and safety plans job plans job safety analyses risk assessments safe operating practices and procedures safe system of work statements safe work instructions work method statements reporting injury and dangerous occurrences routes of entry and potential symptoms of exposure to chemicals safe work practices for equipment, PPE and chemical storage, including interpretation of: MSDS hazardous substance information, such as long latency periods safety training, induction and refresher training selection and use of PPE and clothing appropriate to the hazard ultraviolet light up-to-date electrical test and tag compliance use of chemicals according to MSDS use of residual current devices use, storage and maintenance of equipment according to manufacturer specifications and equipment operating manuals.
Company requirements may include:	business and performance plans client communication procedures client confidentiality procedures client service standards communication channels and reporting procedures company goals, objectives, plans, systems and processes company issued identification badges, cards or passes company policies and procedures, including: access and equity policy, principles and practice OHS policies and procedures, including control procedures maintenance procedures for equipment and PPE those relating to own role, responsibility and delegation work site access security clearance procedures company service standards dress and presentation requirements duty of care, code of conduct, and code of ethics emergency response and evacuation procedures employer and employee rights and responsibilities environmental protection procedures personnel practices and guidelines quality and continuous improvement processes and standards records and information systems and processes training materials (induction, refresher and new skills) using contractors.
Hazards may include:	allergic reactions to chemicals or equipment, including latex allergies biological and animal waste bites and stings blood and blood-stained products confined or restricted spaces contaminated clothing, materials or equipment damaged or inappropriate equipment dust and fibres electrical hazards arising from: cables electrical fittings: switches lights untested electrical equipment fatigue fire gas heights inadequate lighting and ventilation infectious and zoonotic diseases, such as: Q fever scabies mobile equipment and vehicle hazards around plant and vehicles moving or unguarded parts noise occupational violence and bullying poor personal hygiene practices spill, splash and spray release of substances with negative environmental impact synergistic chemical reactions, such as: hazardous incompatibility reactivity syringes or other sharps temperature extremes ultraviolet light unsafe manual-handling techniques, including awkward and repetitive postures unsafe underfoot conditions, such as slippery, uneven and rough surfaces work in unfamiliar isolated or remote environments.
Safety warnings may include:	charts and posters instructions labels signs and placards symbols.
Safety information may include:	chemical co-location, separation and segregation arrangements chemical manifests chemical registers colour codes company policies and procedures labels manufacturer specifications manufacturer instructions MSDS OHS information operation manuals.
Equipment may include:	access equipment, such as ladders bins brooms buckets buffers cleaning trolleys cloths cobwebbers doodle bag holders drop sheets drying equipment dust pans and brushes dusters extension poles extraction units, wands and hand tools hoses microfibre products mops polishers pressure-washing equipment and attachments scouring pads scrapers scrubbers sponges spray bottles squeegees steam cleaners sweepers vacuum cleaners and attachments window cleaning equipment work site communication devices.
Manufacturer specifications may include:	equipment operating manuals instructional guides MSDS other resources supplied by the manufacturer, such as: laminated cards notices wall posters product labels safety instructions pre-printed on equipment.
Chemicals may include:	acid cleaners alkaline cleaners low environmental-impact chemicals neutral cleaners solvent cleaners.
Consumables may include:	air fresheners hand towels liner bags soap toilet paper.
Personal protective equipment may include:	ear muffs and plugs gloves, such as non-permeable goggles high-visibility vests and clothing overalls and other protective clothing respirators safety glasses safety harnesses safety shoes splash-proof face masks sun protection tongs ultraviolet protection wet-work clothing.
Work site communication devices may include:	communication books noticeboards telephones and two-way radios whiteboards.
Waste may be either solid or liquid and include:	chemicals past expiry date obsolete equipment machine or vehicle exhaust emissions packaging used containers used or contaminated PPE used or unused chemicals.
Work order information may include:	access to work site, including: access and egress points timing of access budget allocations completion times and dates human resource requirements to complete the work tasks job requirements and tasks legislative and local government requirements OHS requirements and emergency response procedures requirements for working in isolated and remote locations resource requirements, such as equipment and materials specific client requirements, such as: dress and presentation requirements relationships with other activities use of signage and barriers work schedules work site contact persons work site requirements for specific industries, such as: hospitals and medical centres nursing homes retail food courts schools tourism and hospitality.
Environmental requirements may include:	clean-up, containment and isolation company policies and guidelines emergency chemical spill control measures environmental protection agency and requirements of government departments, such as: agriculture emergency services hazardous materials handling local government regulations and by-laws low-energy cleaning methods low environmental-impact chemicals low-moisture cleaning methods low water-use equipment and water-efficient cleaning methods non-chemical cleaning methods.
Emergency response procedures include:	applying first aid clean-up, containment and isolation decontamination documenting emergency response and evacuation procedures evacuating work site or workplace notifying authorities using firefighting appliances using PPE.
Regulatory and company documentation may include:	accident and incident reports certificates and notices customer files and databases invoices job sheets OHS control procedures, forms and documentation risk assessments.

Unit Sector(s)

Cleaning operations

Custom Content Section

Not applicable.

CPPCLO2037A Clean external surfaces

Modification History

Revised unit

Unit updated and equivalent to PRMCL37A Clean external surfaces

Unit Descriptor

This unit of competency specifies the outcomes required to clean external surfaces. The unit covers the planned cleaning of external surfaces as well as spot cleaning of these surfaces in situations where only a part of the surface is soiled and requires immediate attention, such as graffiti markings.

Some external surfaces, such as sandstone and heritage buildings, may be sensitive and require the use of specialised cleaning methods.

The unit requires the ability to assess the extent of the cleaning task through knowledge of characteristics of the external surface and type of surface soiling, and to apply an understanding of client requirements and company policies and procedures in order to perform the task. Selecting the appropriate equipment, chemicals and methods is essential to performing the task safely and efficiently.

Application of the Unit

This unit applies to external surfaces less than two metres high. Surfaces requiring cleaning that are above this height require the use of specialised equipment, cleaning techniques and safety procedures.

The unit of competency supports employees without managerial or supervisory responsibilities. The work may be performed in teams or individually and would be carried out under direct supervision within company guidelines.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

1	Assess area to be cleaned.	1.1	Area to be cleaned is assessed, work order is reviewed according to company requirements, and issues are clarified with appropriate persons.
1.2	Hazards in work site are identified and risks controlled according to company, legislative, and occupational health and safety (OHS) requirements.
1.3	Type and condition of external surface are identified by observation according to work order and company requirements.
1.4	Soil type is identified by observation according to work order and company requirements.
1.5	Work site access arrangements are identified according to work order, and OHS and company requirements.
1.6	Cleaning techniques are confirmed according to work order and company requirements.
1.7	Size and usage pattern of work site are determined to ensure safety of personnel and efficient use of equipment and chemicals.
1.8	Pre-existing damage is identified and reported to appropriate persons according to company requirements.

2	Select equipment and chemicals.	2.1	Personal protective equipment (PPE) is selected and used according to manufacturer specifications, and OHS and company requirements.
2.2	Equipment and chemicals are selected for work order according to OHS and company requirements.
2.3	Operational effectiveness of equipment is checked according to manufacturer specifications and company requirements.
2.4	Equipment is adjusted to suit operator’s requirements according to manufacturer specifications and OHS requirements.
2.5	Chemicals are prepared according to manufacturer specifications, and OHS and company requirements.

3	Prepare work site	3.1	Hazards in work site are confirmed and risks are controlled and reassessed according to legislative, OHS and company requirements.
3.2	Signage and barriers are installed as required to maximise public safety during cleaning operation according to work order, and OHS and company requirements.
3.3	Work restrictions affecting completion of work order are identified and appropriate persons are notified.

4	Clean and tidy work site.	4.1	External surface is cleaned using equipment, PPE, chemicals and cleaning techniques.
4.2	Work is performed according to work order, manufacturer specifications and legislative, OHS and company requirements.
4.3	Collected soil and waste are disposed of according to client specifications, work order, manufacturer specifications and legislative, OHS, company and environmental requirements.
4.4	Signage and barriers are removed according to work order, and OHS and company requirements.

5	Clean, safety check and store equipment.	5.1	Equipment and PPE are cleaned according to manufacturer specifications and environmental, OHS and company requirements.
5.2	Equipment and PPE are safety checked according to manufacturer specifications and OHS requirements, and required maintenance is recorded according to company requirements.
5.3	Equipment and PPE are stored and maintained to allow ready access according to manufacturer specifications, and OHS and company requirements.
5.4	Chemicals are stored according to manufacturer specifications, and OHS and company requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
customer service skills to: establish rapport with clients gain clients’ trust identify client expectations interpersonal skills to relate to people from a range of backgrounds language, literacy and numeracy skills to: communicate clearly and concisely verbally and in writing perform mathematical calculations required for diluting and mixing chemicals as specified on product labels read and interpret directions and safety instructions, including: chemical labels equipment manuals material safety data sheets (MSDS) request advice or further information seek and receive feedback source, organise and record information organisational skills to plan and organise work problem-solving skills to manage contingencies skills to work safely when: handling and disposing of chemicals handling and disposing of waste identifying hazards and controlling risks manual handling self-management skills to work alone and in a team
Required knowledge
cleaning chemicals and equipment for external surfaces cleaning techniques for various surface types company management structure and procedures, including: biological and viral control emergency response and evacuation procedures environmental protection procedures injury, dangerous occurrence and incident reporting OHS procedures quality systems legislation, regulations, codes of practice and industry advisory standards that apply to cleaning external surfaces, including OHS legislation routes of entry and potential symptoms of exposure to chemicals safe work practices for using: chemicals equipment, including PPE types of surfaces, their characteristics and appropriate cleaning methods

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	This unit of competency could be assessed by observing practical demonstrations of cleaning external surfaces involving at least two different surfaces and two different work site environments.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: identify type and characteristics of external surfaces and types of soil comply with company and legislative requirements use safe and efficient cleaning methods select cleaning equipment and chemicals achieve outcomes in relation to customer work order and company requirements.
Context of and specific resources for assessment	Assessment of essential underpinning knowledge may be conducted in an off-site context. It is to comply with relevant regulatory or Australian standards’ requirements. Resource implications for assessment include access to: suitable work site or venue with a variety of external surface types and soil types suitable equipment and chemicals PPE equipment operating manuals and MSDS work order instructions, work plans and schedules assessment instruments, including personal planner and assessment record book.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments.
Guidance information for assessment	Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. This unit could be assessed on its own or in combination with other units relevant to the job function.

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.
Work order information may include:	access to work site, including: access and egress points timing of access budget allocations completion times and dates human resource requirements to complete the work tasks job requirements and tasks legislative and local government requirements OHS requirements and emergency response procedures requirements for working in isolated and remote locations resource requirements, such as equipment and materials specific client requirements, such as: dress and presentation requirements relationships with other activities use of signage and barriers work schedules work site contact persons work site requirements for specific industries, such as: hospitals and medical centres nursing homes retail food courts schools tourism and hospitality.
Company requirements may include:	business and performance plans client communication procedures client confidentiality procedures client service standards communication channels and reporting procedures company goals, objectives, plans, systems and processes company issued identification badges, cards or passes company policies and procedures, including: access and equity policy, principles and practice OHS policies and procedures, including control procedures maintenance procedures for equipment and PPE those relating to own role, responsibility and delegation work site access security clearance procedures company service standards dress and presentation requirements duty of care, code of conduct, and code of ethics emergency response and evacuation procedures employer and employee rights and responsibilities environmental protection procedures personnel practices and guidelines quality and continuous improvement processes and standards records and information systems and processes training materials (induction, refresher and new skills) using contractors.
Appropriate persons may include:	clients colleagues managers persons in control of work sites supervisors.
Hazards may include:	allergic reactions to chemicals or equipment, including latex allergies biological and animal waste bites and stings blood and blood-stained products confined or restricted spaces contaminated clothing, materials or equipment damaged or inappropriate equipment dust and fibres electrical hazards arising from: cables electrical fittings: switches lights untested electrical equipment fatigue fire gas heights inadequate lighting and ventilation infectious and zoonotic diseases, such as: Q fever scabies mobile equipment and vehicle hazards around plant and vehicles moving or unguarded parts noise occupational violence and bullying poor personal hygiene practices spill, splash and spray release of substances with negative environmental impact synergistic chemical reactions, such as: hazardous incompatibility reactivity syringes or other sharps temperature extremes ultraviolet light unsafe manual-handling techniques, including awkward and repetitive postures unsafe underfoot conditions, such as slippery, uneven and rough surfaces work in unfamiliar isolated or remote environments.
Legislative requirements may include:	Australian standards, quality assurance and certification requirements award and enterprise agreements industry advisory standards and codes, such as: building codes dangerous goods codes relevant commonwealth, state and territory legislation and local government regulations affecting company operation, including: anti-discrimination and diversity policies chemical controls chemical registers and manifests consumer protection energy conservation environmental protection equal employment opportunity freedom of information industrial equipment certificates of competency or licences industrial relations OHS Acts and regulations privacy public health trade practices water conservation workplace consultative arrangements.
Occupational health and safety (also known as workplace health and safety) requirements may relate to:	allergic reactions, such as contact dermatitis communication devices for remote and isolated locations, such as: mobile phone two-way radio dermatoxicological control and prevention measures emergency procedures for eye and skin contact, and inhalation and ingestion of toxic substances hazard identification and risk assessment mechanisms health surveillance and monitoring, such as regular blood testing hierarchy of hazard control procedures maintaining clear access national and industry standards and codes of practice OHS control procedures, such as: health and safety plans job plans job safety analyses risk assessments safe operating practices and procedures safe system of work statements safe work instructions work method statements reporting injury and dangerous occurrences routes of entry and potential symptoms of exposure to chemicals safe work practices for equipment, PPE and chemical storage, including interpretation of: MSDS hazardous substance information, such as long latency periods safety training, induction and refresher training selection and use of PPE and clothing appropriate to the hazard ultraviolet light up-to-date electrical test and tag compliance use of chemicals according to MSDS use of residual current devices use, storage and maintenance of equipment according to manufacturer specifications and equipment operating manuals.
External surfaces may include:	aluminium brick ceramic concrete marble metal polymer resin rendered surfaces new technologies terrazzo wood. Note: External surfaces in some situations, such as heritage sites, are only cleaned by specialists.
Soil types may include:	food and beverage stains food grime graffiti made with ink, texta and paint human and animal waste mould and mildew mud and soil scuff marks.
Cleaning techniques may include:	hand washing low-water cleaning methods, such as using microfibre cleaning products pre-spraying rinsing scraping spot cleaning squeegeeing.
Personnel may include:	client’s staff members colleagues general public venue, facility, shopping centre staff and management.
Equipment may include:	access equipment, such as: A framed ladders wet area electrical safety connections cleaning equipment, such as: buckets cloths extraction units for contaminated waste garbage bins microfibre products nylon scourer pads scrapers scrubbing brushes soft bristle brooms spray bottles squeegees water-fed brooms.
Chemicals may include:	acid cleaners alkaline cleaners low environmental-impact chemicals neutral cleaners solvent cleaners.
Personal protective equipment may include:	ear muffs or plugs gloves, such as non-permeable goggles high-visibility vests and clothing overalls and other protective clothing respirators safety glasses safety shoes splash-proof face masks sun protection ultraviolet protection wet-work clothing.
Manufacturer specifications may include:	equipment operating manuals instructional guides MSDS other resources supplied by the manufacturer, such as: laminated cards notices wall posters product labels safety instructions pre-printed on equipment.
Signage and barriers may include:	physical barriers and restraints erected to restrict access to a site signs complying with legislative requirements and Australian standards warning of danger or adverse conditions, including: cleaning in progress hazardous chemicals in use or present in work area.
Work restrictions may include:	amount of cleaning anticipated client activity employee level of literacy and communication skills faulty or inappropriate equipment site accessibility site hazards skills of work unit or team staffing resources time limitations.
Waste may be either solid or liquid and include:	chemicals past expiry date contaminated waste liquid waste obsolete equipment packaging soil used cleaning cloths used containers used or contaminated PPE used or unused chemicals.
Environmental requirements may include:	clean-up, containment and isolation company policies and guidelines emergency chemical spill control measures environmental protection agency and requirements of government departments, such as: agriculture emergency services hazardous materials handling local government regulations and by-laws low-energy cleaning methods low environmental-impact chemicals low-moisture cleaning methods low water-use equipment and water-efficient cleaning methods non-chemical cleaning methods.

Unit Sector(s)

Cleaning operations

Custom Content Section

Not applicable.

CPPCLO3002A Restore hard floor surfaces

Modification History

Revised unit

Unit updated and equivalent to PRMCLO2B Restore a hard floor surface

Unit Descriptor

This unit of competency specifies the outcomes required to restore hard floor surfaces. The unit applies to both manual and mechanical methods of hard floor surface restoration. It requires the ability to assess the extent of the restoration task through understanding client requirements and applying company policies and procedures. Selecting the appropriate equipment, chemicals and methods is essential to performing the task safely and efficiently.

Application of the Unit

This unit of competency supports employees without managerial or supervisory responsibilities. Performance would usually be carried out under routine supervision and within company guidelines.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

1	Assess area to be cleaned.	1.1	Area to be cleaned is assessed, work order is reviewed according to company requirements, and issues are clarified with appropriate persons.
1.2	Hazards in work area are identified and associated risks assessed according to company, legislative, and occupational health and safety (OHS) requirements.
1.3	Surface type of hard floor is identified by observation according to work order and company requirements.
1.4	Surface texture is identified by observation according to work order and company requirements.
1.5	Embedded soil is identified by observation according to company requirements.
1.6	Size and usage pattern of work site are determined to ensure safety of personnel and efficient use of equipment and chemicals.
1.7	Restoration cleaning techniques for surface of hard floor are selected according to work order and company requirements.
1.8	Pre-existing damage is identified and reported to appropriate persons according to company requirements.

2	Select equipment and chemicals.	2.1	Suitable personal protective equipment (PPE) is selected and used according to manufacturer specifications, and OHS and company requirements.
2.2	Equipment and chemicals are selected for work order according to OHS and company requirements.
2.3	Operational effectiveness of equipment is checked according to manufacturer specifications and company requirements.
2.4	Equipment is adjusted to suit operator’s requirements according to manufacturer specifications and OHS requirements.
2.5	Chemicals are prepared according to manufacturer specifications, and OHS and company requirements.

3	Prepare work site.	3.1	Hazards in work site are confirmed and risks are controlled and reassessed according to legislative, OHS and company requirements.
3.2	Furniture and fittings that impede cleaning operation are removed according to work order, and OHS and company requirements.
3.3	Signage and barriers are installed as required during cleaning operation according to work order, and OHS and company requirements.
3.4	Work restrictions affecting the completion of work order are identified and appropriate persons are promptly notified.

4	Restore hard floor surface.	4.1	Hard floor surface is restored using equipment, PPE, chemicals and restoration cleaning techniques according to work order, manufacturer specifications, and OHS and company requirements.

5	Tidy work site.	5.1	Collected soil and waste are disposed of according to client specifications, work order, manufacturer specifications and legislative, OHS, company and environmental requirements.
5.2	Furniture and fittings are replaced according to client requests, work order and OHS requirements.
5.3	Signage and barriers are removed according to work order, and OHS and company requirements.

6	Clean and safety check equipment, and store equipment and chemicals.	6.1	Equipment and PPE are cleaned according to manufacturer specifications and environmental, OHS and company requirements.
6.2	Equipment and PPE are safety checked according to manufacturer specifications and OHS requirements, and required maintenance is recorded according to company requirements.
6.3	Equipment and PPE are stored and maintained to allow ready access according to manufacturer specifications, and OHS and company requirements.
6.4	Chemicals are stored according to manufacturer specifications, and OHS and company requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
correct working skills for: applying sealer finish buffing and spray buffing machine scrubbing or scrubbing with deck scrubber mopping customer service skills to: establish rapport with clients gain clients’ trust identify client expectations interpersonal skills to relate to people from a range of backgrounds language, literacy and numeracy skills to: communicate clearly and concisely verbally and in writing perform mathematical calculations required for: diluting and mixing chemicals as specified on product labels measuring area read and interpret directions and safety instructions, including: chemical labels equipment manuals material safety data sheets (MSDS) request advice or further information seek and receive feedback source, organise and record information planning and organising skills to: manage time sequence tasks problem-solving skills to manage contingencies skills to work safely when: handling and disposing of chemicals handling and disposing of contaminated and toxic waste identifying hazards and controlling risks manual handling self-management skills to work alone and in a team
Required knowledge
cleaning chemicals and equipment and their applications for hard floor surfaces company management structure and procedures, including: biological and viral control emergency response and evacuation procedures environmental protection procedures injury, dangerous occurrence and incident reporting OHS procedures quality systems legislation, regulations, codes of practice and industry advisory standards that apply to restoring hard floor surfaces, including OHS legislation routes of entry and potential symptoms of exposure to chemicals safe work practices for using chemicals and equipment, including PPE types of hard floor surfaces, including: characteristic of surfaces restoration methods, such as applying surface finishes

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	This unit of competency could be assessed by observing practical demonstrations of restoring hard floor surfaces involving at least two different surfaces and two different work site environments.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: identify type and condition of hard floor surface and soil type use safe and efficient restoration methods select cleaning equipment comply with company, legislative and regulatory requirements achieve outcomes in relation to customer work order and company requirements.
Context of and specific resources for assessment	Assessment of essential underpinning knowledge may be conducted in an off-site context. It is to comply with relevant regulatory or Australian standards’ requirements. Resource implications for assessment include access to: suitable work site or venue suitable equipment and chemicals PPE equipment operating manuals and MSDS work order instructions, work plans and schedules assessment instruments, including personal planner and assessment record book.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments.
Guidance information for assessment	Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. This unit could be assessed on its own or in combination with other units relevant to the job function, such as: CPPCLO2001A Maintain hard floor surfaces.

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.
Work order information may include:	access to work site, including: access and egress points timing of access budget allocations completion times and dates human resource requirements to complete the work tasks job requirements and tasks legislative and local government requirements OHS requirements and emergency response procedures requirements for working in isolated and remote locations resource requirements, such as equipment and materials specific client requirements, such as: dress and presentation requirements relationships with other activities use of signage and barriers work schedules work site contact persons work site requirements for specific industries, such as: hospitals and medical centres nursing homes retail food courts schools tourism and hospitality.
Company requirements may include:	business and performance plans client communication procedures client confidentiality procedures client service standards communication channels and reporting procedures company goals, objectives, plans, systems and processes company issued identification badges, cards or passes company policies and procedures, including: access and equity policy, principles and practice OHS policies and procedures, including control procedures maintenance procedures for equipment and PPE those relating to own role, responsibility and delegation work site access security clearance procedures company service standards dress and presentation requirements duty of care, code of conduct, and code of ethics emergency response and evacuation procedures employer and employee rights and responsibilities environmental protection procedures personnel practices and guidelines quality and continuous improvement processes and standards records and information systems and processes training materials (induction, refresher and new skills) using contractors.
Appropriate persons may include:	clients colleagues managers persons in control of work sites supervisors.
Hazards may include:	allergic reactions to chemicals or equipment, including latex allergies biological and animal waste bites and stings blood and blood-stained products confined or restricted spaces contaminated clothing, materials or equipment damaged or inappropriate equipment dust and fibres electrical hazards arising from: cables electrical fittings: switches lights untested electrical equipment fatigue fire gas heights inadequate lighting and ventilation infectious and zoonotic diseases, such as: Q fever scabies mobile equipment and vehicle hazards around plant and vehicles moving or unguarded parts noise occupational violence and bullying poor personal hygiene practices spill, splash and spray release of substances with negative environmental impact synergistic chemical reactions, such as: hazardous incompatibility reactivity syringes or other sharps temperature extremes ultraviolet light unsafe manual-handling techniques, including awkward and repetitive postures unsafe underfoot conditions, such as slippery, uneven and rough surfaces work in unfamiliar isolated or remote environments.
Legislative requirements may include:	Australian standards, quality assurance and certification requirements award and enterprise agreements industry advisory standards and codes, such as: building codes dangerous goods codes relevant commonwealth, state and territory legislation and local government regulations affecting company operation, including: anti-discrimination and diversity policies chemical controls chemical registers and manifests consumer protection energy conservation environmental protection equal employment opportunity freedom of information industrial equipment certificates of competency or licences industrial relations OHS Acts and regulations privacy public health trade practices water conservation workplace consultative arrangements.
Occupational health and safety (also known as workplace health and safety) requirements may relate to:	allergic reactions, such as contact dermatitis communication devices for remote and isolated locations, such as: mobile phone two-way radio dermatoxicological control and prevention measures emergency procedures for eye and skin contact, and inhalation and ingestion of toxic substances hazard identification and risk assessment mechanisms health surveillance and monitoring, such as regular blood testing hierarchy of hazard control procedures maintaining clear access national and industry standards and codes of practice OHS control procedures, such as: health and safety plans job plans job safety analyses risk assessments safe operating practices and procedures safe system of work statements safe work instructions work method statements reporting injury and dangerous occurrences routes of entry and potential symptoms of exposure to chemicals safe work practices for equipment, PPE and chemical storage, including interpretation of: MSDS hazardous substance information, such as long latency periods safety training, induction and refresher training selection and use of PPE and clothing appropriate to the hazard ultraviolet light up-to-date electrical test and tag compliance use of chemicals according to MSDS use of residual current devices use, storage and maintenance of equipment according to manufacturer specifications and equipment operating manuals.
Hard floors may include:	brick ceramic tiles concrete cork marble parquetry pavers polished wood proprietary flooring encompassing new technologies quarry tiles rubber slate terrazzo vinyl wood.
Surface texture may include:	non-slip surface porous or non-porous sealed or non-sealed smooth or textured.
Embedded soil types can be wet or dry and may include:	chemical food and beverages gravel grease heavy dirt build-up industrial liquid oil paint tar.
Personnel may include:	client’s staff members colleagues general public venue, facility, building or shopping centre staff and management.
Equipment may include:	bassine brushes bristle scrubbing brooms, such as: deck scrubber stiff nylon tynex for concrete buckets, including ergonomic and split systems cleaning trolleys cloths cotton and anti-static mops cotton and polycotton mops doodle bag holders dust control mops insta-lock pad holders mechanical scrubbers microfibre products range of floor pads for scrubbing and buffing rotary brushes scouring pads, scrapers and steel wool vertical drum scrubbers and cylindrical brushes.
Chemicals may include:	acid cleaners alkaline cleaners low environmental-impact chemicals neutral cleaners sealer finish solvent cleaners.
Restoration cleaning techniques may include:	applying floor sealer finishes dry buffing dust mopping low-water techniques, such as using microfibre cleaning products scrubbing spray buffing sweeping wet mopping.
Personal protective equipment may include:	ear muffs or plugs gloves, such as non-permeable goggles high-visibility vests and clothing overalls and other protective clothing respirators safety glasses safety shoes splash-proof face masks sun protection tongs ultraviolet protection wet-work clothing.
Manufacturer specifications may include:	equipment operating manuals instructional guides MSDS other resources supplied by the manufacturer, such as: laminated cards notices wall posters product labels safety instructions pre-printed on equipment.
Signage and barriers may include:	physical barriers and restraints erected to restrict access to a site signs complying with legislative requirements and Australian standards warning of danger or adverse conditions, including: cleaning in progress hazardous chemicals in use or present in work area.
Work restrictions may include:	amount of cleaning anticipated client activity employee level of literacy and communication skills faulty or inappropriate equipment site accessibility site hazards skills of work unit or team staffing resources time limitations.
Waste may be either solid or liquid and include:	chemicals past expiry date obsolete equipment packaging sweeping detritus used containers used or contaminated PPE used or unused chemicals.
Environmental requirements may include:	clean-up, containment and isolation company policies and guidelines emergency chemical spill control measures environmental protection agency and requirements of government departments, such as: agriculture emergency services hazardous materials handling local government regulations and by-laws low-energy cleaning methods low environmental-impact chemicals low-moisture cleaning methods low water-use equipment and water-efficient cleaning methods non-chemical cleaning methods.

Unit Sector(s)

Cleaning operations

Custom Content Section

Not applicable.

CPPCLO3003A Replace a hard floor finish

Modification History

Revised unit

Unit updated and equivalent to PRMCLO3B Replace a hard floor finish

Unit Descriptor

This unit of competency specifies the outcomes required to replace a hard floor finish. The unit covers the processes involved in removing the old floor sealant and replacing it with a new protective coating. This process is commonly known within the industry as ‘strip and seal’.

The unit requires the ability to assess the extent of the removal and replacement needed through understanding client requirements and applying organisational policies and procedures. Selecting the appropriate equipment, chemicals and methods is essential to performing the task safely and efficiently.

Application of the Unit

This unit of competency supports employees without managerial or supervisory responsibilities. Performance would usually be carried out under routine supervision and within company guidelines.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

1	Assess area to be stripped and sealed.	1.1	Area requiring strip and seal is assessed, work order is reviewed according to company requirements, and issues are clarified with appropriate persons.
1.2	Hazards are identified and risks controlled in work site according to legislative, occupational health and safety (OHS) and company requirements.
1.3	Type of sealant or finisher on hard floor is identified by observation according to work order and company requirements.
1.4	Type and condition of surface sealant or finisher are identified by observation and testing according to work order and company requirements.
1.5	Compatible sealant or finisher is selected to replace existing sealant according to work order and company requirements.
1.6	Size and usage pattern of work site are determined to ensure safety of personnel and efficient use of equipment and chemicals.
1.7	Extent of required strip and seal is assessed and replacement method is selected according to work order and company requirements.
1.8	Timing and availability of work site for strip and seal are confirmed according to work order and company requirements.
1.9	Pre-existing floor damage is identified and reported to appropriate persons according to company requirements.

2	Select equipment and chemicals.	2.1	Personal protective equipment (PPE) is selected and used according to manufacturer specifications, and OHS and company requirements.
2.2	Equipment and chemicals are selected for work order according to OHS and company requirements.
2.3	Operational effectiveness of equipment is checked according to manufacturer specifications and company requirements.
2.4	Equipment is adjusted to suit operator’s requirements according to manufacturer specifications and OHS requirements.
2.5	Chemicals are prepared according to manufacturer specifications, and OHS and company requirements.

3	Prepare work site.	3.1	Hazards in work site are confirmed and risks are controlled and reassessed according to legislative, OHS and company requirements.
3.2	Furniture and fittings that impede cleaning operation are removed according to work order, and OHS and company requirements.
3.3	Signage and barriers are installed as required during cleaning operation according to work order, and OHS and company requirements.
3.4	Floor surface is cleaned to remove soil according to company requirements.
3.5	Work restrictions affecting completion of work order are identified and appropriate persons are promptly notified.

4	Remove and replace hard floor surface.	4.1	Equipment and chemicals are used to strip existing sealant or finisher off hard floor according to work order, manufacturer specifications and company requirements.
4.2	Equipment and chemicals are used to seal hard floor surface by applying sealant/finish according to work order, manufacturer specifications and company requirements.
4.3	Work is performed according to work order, manufacturer specifications and legislative, OHS and company requirements.

5	Tidy work site.	5.1	Collected soil and waste are disposed of according to client specifications, work order, manufacturer specifications and legislative, OHS, company and environmental requirements.
5.2	Furniture and fittings are replaced according to client requests, work order and OHS requirements.
5.3	Signage and barriers are removed according to work order, and OHS and company requirements.

6	Clean and safety check equipment, and store equipment and chemicals.	6.1	Equipment and PPE are cleaned according to manufacturer specifications and environmental, OHS and company requirements.
6.2	Equipment and PPE are safety checked according to manufacturer specifications and OHS requirements and required maintenance is recorded according to company requirements.
6.3	Equipment and PPE are stored and maintained to allow ready access according to manufacturer specifications, and OHS and company requirements.
6.4	Chemicals are stored according to manufacturer specifications, and OHS and company requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
correct working skills for: applying sealants or finishers buffing and spray buffing machine scrubbing mopping sweeping customer service skills to: establish rapport with clients gain clients’ trust identify client expectations interpersonal skills to relate to people from a range of backgrounds language, literacy and numeracy skills to: communicate clearly and concisely verbally and in writing perform mathematical calculations required for: preparing chemicals as specified on product labels measuring area read and interpret directions and safety instructions, including: chemical labels equipment manuals material safety data sheets (MSDS) request advice or further information seek and receive feedback source, organise and record information planning and organising skills to: manage time sequence tasks problem-solving skills to manage contingencies skills to work safely when: handling and disposing of chemicals handling and disposing of contaminated and toxic waste identifying hazards and controlling risks manual handling self-management skills to work alone and in a team teamwork skills to lead teams
Required knowledge
chemicals, including: routes of entry and potential symptoms of exposure to chemicals sealants or finishers and equipment and their application requirements for hard floor surfaces company management structure and procedures, including: biological and viral control emergency response and evacuation procedures environmental protection procedures injury, dangerous occurrence and incident reporting OHS procedures quality systems legislation, regulations, codes of practice and industry advisory standards that apply to replacing a hard floor finish, including OHS legislation routes of entry and potential symptoms of exposure to chemicals safe work practices for using: chemicals equipment, including PPE types of hard floor surfaces, including: characteristic of surface finishes relevant replacement methods

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	This unit of competency could be assessed by observing practical demonstrations of replacing a hard floor finish involving at least two different surfaces and two different work areas.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: identify types of hard floor surfaces and sealants or finishers comply with company and legislative requirements use safe and efficient replacement methods select cleaning equipment and chemicals, including sealants or finishers achieve outcome in relation to customer work order and company requirements.
Context of and specific resources for assessment	Assessment of essential underpinning knowledge may be conducted in an off-site context. It is to comply with relevant regulatory or Australian standards’ requirements. Resource implications for assessment include access to: suitable work site or venue suitable equipment and chemicals, including sealants or finishers PPE equipment operating manuals and MSDS work order instructions, work plans and schedules, and policy documents assessment instruments, including personal planner and assessment record book.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments.
Guidance information for assessment	Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. This unit could be assessed on its own or in combination with other units relevant to the job function, such as: CPPCLO2001A Maintain hard floor surfaces CPPCLO3002A Restore hard floor surfaces.

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.
Strip and seal involve:	reducing existing sealant to solution using approved stripper removing slurry of sealant and stripper from floor using manual or machine methods applying approved sealant/finisher to hard floor surface using manual or machine methods.
Work order information may include:	access to work site, including: access and egress points timing of access budget allocations completion times and dates human resource requirements to complete the work tasks job requirements and tasks legislative and local government requirements OHS requirements and emergency response procedures requirements for working in isolated and remote locations resource requirements, such as equipment and materials specific client requirements, such as: dress and presentation requirements relationships with other activities use of signage and barriers work schedules work site contact persons work site requirements for specific industries, such as: hospitals and medical centres nursing homes retail food courts schools tourism and hospitality.
Company requirements may include:	business and performance plans client communication procedures client confidentiality procedures client service standards communication channels and reporting procedures company goals, objectives, plans, systems and processes company issued identification badges, cards or passes company policies and procedures, including: access and equity policy, principles and practice OHS policies and procedures, including control procedures maintenance procedures for equipment and PPE those relating to own role, responsibility and delegation work site access security clearance procedures company service standards defined resource parameters dress and presentation requirements duty of care, code of conduct, and code of ethics emergency response and evacuation procedures employer and employee rights and responsibilities environmental protection procedures personnel practices and guidelines quality and continuous improvement processes and standards records and information systems and processes training materials (induction, refresher and new skills) use of contractors.
Appropriate persons may include:	clients colleagues managers persons in control of work sites supervisors.
Hazards may include:	allergic reactions to chemicals or equipment, including latex allergies biological and animal waste bites and stings blood and blood-stained products confined or restricted spaces contaminated clothing, materials or equipment damaged or inappropriate equipment dust and fibres electrical hazards arising from: cables electrical fittings: switches lights untested electrical equipment fatigue fire gas heights inadequate lighting and ventilation infectious and zoonotic diseases, such as: Q fever scabies mobile equipment and vehicle hazards around plant and vehicles moving or unguarded parts noise occupational violence and bullying poor personal hygiene practices spill, splash and spray release of substances with negative environmental impact synergistic chemical reactions, such as: hazardous incompatibility reactivity syringes or other sharps temperature extremes ultraviolet light unsafe manual-handling techniques, including awkward and repetitive postures unsafe underfoot conditions, such as slippery, uneven and rough surfaces work in unfamiliar isolated or remote environments.
Legislative requirements may include:	Australian standards, quality assurance and certification requirements industry advisory standards and codes, such as: building codes dangerous goods codes relevant commonwealth, state and territory legislation and local government regulations affecting company operation, including: anti-discrimination and diversity policies chemical controls chemical registers and manifests consumer protection energy conservation environmental protection equal employment opportunity freedom of information industrial equipment certificates of competency or licences industrial relations OHS Acts and regulations privacy public health trade practices water conservation workplace consultative arrangements.
Occupational health and safety (also known as workplace health and safety) requirements may relate to:	allergic reactions, such as contact dermatitis communication devices for remote and isolated locations, such as: mobile phone two-way radio dermatoxicological control and prevention measures emergency procedures for eye and skin contact, and inhalation and ingestion of toxic substances hazard identification and risk assessment mechanisms health surveillance and monitoring, such as regular blood testing hierarchy of hazard control procedures maintaining clear access national and industry standards and codes of practice OHS control procedures, such as: health and safety plans job plans job safety analyses risk assessments safe operating practices and procedures safe system of work statements safe work instructions work method statements reporting injury and dangerous occurrences routes of entry and potential symptoms of exposure to chemicals safe work practices for equipment, PPE and chemical storage, including interpretation of: MSDS hazardous substance information, such as long latency periods safety training, induction and refresher training selection and use of PPE and clothing appropriate to the hazard ultraviolet light up-to-date electrical test and tag compliance use of chemicals according to MSDS use of residual current devices use, storage and maintenance of equipment according to manufacturer specifications and equipment operating manuals.
Sealant or finisher may include:	solvent-based wax finishes water-based sealants, such as: acrylic co-polymers water-based urethanes.
Hard floors may include:	bricks ceramic tiles concrete cork marble parquetry pavers polished wood proprietary flooring encompassing new technologies quarry tiles rubber slate terrazzo vinyl wood.
Personnel may include:	client’s staff members colleagues general public venue, facility, shopping centre staff and management.
Equipment may include:	abrasive pads automatic scrubbers bassine brushes cleaning trolleys cloths dry vacuum cleaners floor pads of various sizes for stripping old sealant and buffing floor scrapers floor squeegees hand doodle bug holders insta-lock pad holders long-handled dustpans and brushes low and high-speed buffers microfibre products mops (polycotton or cotton) nylon pads sealant applicators, such as: fringe mops lamb’s wool applicators weighted acrylic covered applicators wringer mops scrubbers, usually mechanical steel wool wet vacuum cleaners.
Chemicals may include:	acid cleaners alkaline cleaners finishes low environmental-impact chemicals neutral cleaners sealants solvent cleaners stripping agents.
Replacement methods may include:	light strip and seal total strip and seal.
Personal protective equipment may include:	ear muffs and plugs gloves, such as non-permeable goggles high-visibility vests and clothing overalls and other protective clothing respirators safety glasses safety shoes splash-proof face masks sun protection tongs ultraviolet protection wet-work clothing.
Manufacturer specifications may include:	equipment operating manuals instructional guides MSDS other resources supplied by the manufacturer, such as: laminated cards notices wall posters product labels safety instructions pre-printed on equipment.
Signage and barriers may include:	physical barriers and restraints erected to restrict access to a site signs complying with legislative requirements and Australian standards warning of danger or adverse conditions, including: cleaning in progress hazardous chemicals in use or present in work area.
Soil types can be wet or dry and include:	beverages chemical cigarette butts dust food gravel heavy dirt build-up hospital waste industrial liquids oil paper rainwater stones syringes tar.
Work restrictions may include:	amount of cleaning anticipated client activity employee level of literacy and communication skills faulty or inappropriate equipment site accessibility site hazards skills of work unit or team staffing resources time limitations.
Waste may be either solid or liquid and include:	chemicals past expiry date litter obsolete equipment packaging sealer and stripper detritus soil used containers used or contaminated PPE used or unused chemicals.
Environmental requirements may include:	clean-up, containment and isolation company policies and guidelines emergency chemical spill control measures environmental protection agency and requirements of government departments, such as: agriculture emergency services hazardous materials handling local government regulations and by-laws low-energy cleaning methods low environmental-impact chemicals low-moisture cleaning methods low water-use equipment and water-efficient cleaning methods non-chemical cleaning methods.

Unit Sector(s)

Cleaning operations

Custom Content Section

Not applicable.

CPPCLO3013A Clean window coverings

Modification History

Revised unit

Unit updated and equivalent to PRMCL13B Clean window coverings

Unit Descriptor

This unit of competency specifies the outcomes required to clean a range of window coverings to remove dirt and grime. The unit requires the ability to assess the extent of the cleaning task through understanding client requirements and the type of window coverings and fixtures, and applying company policies and procedures. Selecting the appropriate equipment, chemicals and methods is essential to performing the task safely and efficiently.

Application of the Unit

This unit of competency supports employees without managerial or supervisory responsibilities. Performance would usually be carried out under routine supervision and within company guidelines. Where ladders are being used, the work is usually done in pairs.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

1	Assess items to be cleaned.	1.1	Window coverings and fixtures to be cleaned are assessed, work order is reviewed according to company requirements, and issues are clarified with appropriate persons.
1.2	Hazards are identified and risks controlled in work site according to legislative, occupational health and safety (OHS) and company requirements.
1.3	Type of window coverings and fixture method are identified by observation according to work order and company requirements.
1.4	Soil type is identified by observation according to work order and company requirements.
1.5	Size and usage pattern of work site are determined to ensure safety of personnel and efficient use of equipment and chemicals.
1.6	Pre-existing damage is identified and reported to appropriate persons according to company requirements.

2	Select equipment and chemicals.	2.1	Personal protective equipment (PPE) is selected and used according to manufacturer specifications, and OHS and company requirements.
2.2	Equipment and chemicals are selected for work order according to OHS and company requirements.
2.3	Operational effectiveness of equipment is checked according to manufacturer specifications and company requirements.
2.4	Equipment is adjusted to suit operator’s requirements according to manufacturer specifications and OHS requirements.
2.5	Chemicals are prepared according to manufacturer specifications, and OHS and company requirements.

3	Prepare for cleaning.	3.1	Hazards in work site are confirmed and risks controlled and reassessed according to legislative, OHS and company requirements.
3.2	Locations of washing and drying sites are selected according to work order and legislative, OHS and company requirements.
3.3	Signage and barriers are installed as required according to work order, and OHS and company requirements.
3.4	Window coverings and fixtures are removed according to work order, and OHS and company requirements.
3.5	Window coverings and loose fittings are tagged to ensure correct refit according to work order and company requirements.
3.6	Work restrictions affecting the completion of work order are identified and appropriate persons are notified.

4	Clean and refit window coverings.	4.1	Window coverings are sorted according to washing method, work order and company requirements.
4.2	Window coverings are washed and rinsed, and excess water is removed using equipment, PPE, chemicals and cleaning techniques and according to OHS requirements.
4.3	Window coverings are dried according to work order and company requirements.
4.4	Window coverings are checked and spot cleaned if necessary according to work order and company requirements.
4.5	Window coverings are refitted and checked to be in working order according to work order, manufacturer specifications and OHS and company requirements.
4.6	Work is performed according to work order, manufacturer specifications and legislative, OHS and company requirements.

5	Tidy work site.	5.1	Wash area is cleaned according to work order and company requirements.
5.2	Signage and barriers are removed according to work order, and OHS and company requirements.
5.3	Collected soil and waste are disposed of according to client specifications, work order, manufacturer specifications and legislative, OHS, company and environmental requirements.

6	Clean and safety check equipment, and store equipment and chemicals.	6.1	Equipment and PPE are cleaned according to manufacturer specifications and environmental, OHS and company requirements.
6.2	Equipment and PPE are safety checked according to manufacturer specifications and OHS requirements and required maintenance is recorded according to company requirements.
6.3	Equipment and PPE are stored and maintained to allow ready access according to manufacturer specifications, and OHS and company requirements.
6.4	Chemicals are stored according to manufacturer specifications, and OHS and company requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
correct working skills for: identifying surface types and their suitability for either wet or dry cleaning performing basic wash-down and full immersion wash spot cleaning customer service skills to: establish rapport with clients gain clients’ trust identify client expectations interpersonal skills to relate to people from a range of backgrounds language, literacy and numeracy skills to: communicate clearly and concisely verbally and in writing perform mathematical calculations required for diluting and mixing chemicals as specified on product labels read and interpret directions and safety instructions, including: chemical labels equipment manuals material safety data sheets (MSDS) request advice or further information seek and receive feedback source, organise and record information planning and organising skills to: manage time sequence tasks problem-solving skills to manage contingencies skills to work safely when: handling and disposing of chemicals handling and disposing of contaminated and toxic waste identifying hazards and controlling risks manual handling self-management skills to work alone and in a team
Required knowledge
cleaning chemicals and equipment and their application for surfaces of window coverings cleaning methods for window coverings company management structure and procedures, including: biological and viral control emergency response and evacuation procedures environmental protection procedures injury, dangerous occurrence and incident reporting OHS procedures quality systems legislation, regulations, codes of practice and industry advisory standards that apply to cleaning window coverings, including OHS legislation routes of entry and potential symptoms of exposure to chemicals safe work practices for using: chemicals equipment, including PPE types of window coverings and fixtures, their characteristics and methods of operation

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	This unit of competency could be assessed by observing practical demonstrations of cleaning window coverings involving at least two different surfaces and two different work site environments.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: identify type and characteristics of window coverings and fixtures select cleaning equipment and chemicals select safe and efficient cleaning methods remove, clean and refit window coverings according to customer work order, and company and legislative requirements achieve outcomes in relation to customer work order and company requirements.
Context of and specific resources for assessment	Assessment of essential underpinning knowledge may be conducted in an off-site context. It is to comply with relevant regulatory or Australian standards’ requirements. Resource implications for assessment include access to: suitable work site or venue with a range of window covering types suitable equipment and chemicals PPE equipment operating manuals and MSDS work order instructions, work plans and schedules, and policy documents assessment instruments, including personal planner and assessment record book.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments.
Guidance information for assessment	Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. This unit could be assessed on its own or in combination with other units relevant to the job function.

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.
Window coverings and fixtures can be made from cloth, metal, plastic, textile, vinyl or wood and include:	awnings coverings encompassing new technologies fixed pelmet systems flywire Holland blinds lined curtains Roman blinds security screens shutter systems unlined curtains Venetian blinds vertical blinds.
Work order information may include:	access to work site, including: access and egress points timing of access budget allocations completion times and dates human resource requirements to complete the work tasks job requirements and tasks legislative and local government requirements OHS requirements and emergency response procedures requirements for working in isolated and remote locations resource requirements, such as equipment and materials specific client requirements, such as: dress and presentation requirements relationships with other activities use of signage and barriers work schedules work site contact persons work site requirements for specific industries, such as: hospitals and medical centres nursing homes retail food courts schools tourism and hospitality.
Company requirements may include:	business and performance plans client communication procedures client confidentiality procedures client service standards communication channels and reporting procedures company goals, objectives, plans, systems and processes company issued identification badges, cards or passes company policies and procedures, including: access and equity policy, principles and practice OHS policies and procedures, including control procedures maintenance procedures for equipment and PPE those relating to own role, responsibility and delegation work site access security clearance procedures company service standards dress and presentation requirements duty of care, code of conduct, and code of ethics emergency response and evacuation procedures employer and employee rights and responsibilities environmental protection procedures personnel practices and guidelines quality and continuous improvement processes and standards records and information systems and processes training materials (induction, refresher and new skills) using contractors.
Appropriate persons may include:	clients colleagues managers persons in control of work sites supervisors.
Hazards may include:	allergic reactions to chemicals or equipment, including latex allergies biological and animal waste bites and stings blood and blood-stained products confined or restricted spaces contaminated clothing, materials or equipment damaged or inappropriate equipment dust and fibres electrical hazards arising from: cables electrical fittings: switches lights untested electrical equipment fatigue fire gas heights inadequate lighting and ventilation infectious and zoonotic diseases, such as: Q fever scabies mobile equipment and vehicle hazards around plant moving or unguarded parts noise occupational violence and bullying poor personal hygiene practices spill, splash and spray release of substances with negative environmental impact synergistic chemical reactions, such as: hazardous incompatibility reactivity syringes or other sharps temperature extremes ultraviolet light unsafe manual-handling techniques, including awkward and repetitive postures unsafe underfoot conditions, such as slippery, uneven and rough surfaces work in unfamiliar isolated or remote environments.
Legislative requirements may include:	Australian standards, quality assurance and certification requirements award and enterprise agreements industry advisory standards and codes, such as: building codes dangerous goods codes relevant commonwealth, state and territory legislation and local government regulations affecting company operation, including: anti-discrimination and diversity policies chemical controls chemical registers and manifests consumer protection energy conservation environmental protection equal employment opportunity freedom of information industrial equipment certificates of competency or licences industrial relations OHS Acts and regulations privacy public health trade practices water conservation workplace consultative arrangements.
Occupational health and safety (also known as workplace health and safety) requirements may relate to:	allergic reactions, such as contact dermatitis communication devices for remote and isolated locations, such as: mobile phone two-way radio dermatoxicological control and prevention measures emergency procedures for eye and skin contact, and inhalation and ingestion of toxic substances hazard identification and risk assessment mechanisms health surveillance and monitoring, such as regular blood testing hierarchy of hazard control procedures maintaining clear access national and industry standards and codes of practice OHS control procedures, such as: health and safety plans job plans job safety analyses risk assessments safe operating practices and procedures safe system of work statements safe work instructions work method statements reporting injury and dangerous occurrences routes of entry and potential symptoms of exposure to chemicals safe work practices for equipment, PPE and chemical storage, including interpretation of: MSDS hazardous substance information, such as long latency periods safety training, induction and refresher training selection and use of PPE and clothing appropriate to the hazard ultraviolet light up-to-date electrical test and tag compliance use of chemicals according to MSDS use of residual current devices use, storage and maintenance of equipment according to manufacturer specifications and equipment operating manuals.
Soil types may include:	adhered soil cobwebs dust mould and mildew nicotine stains oil paint road grime.
Personnel may include:	client’s staff members colleagues general public venue, facility, shopping centre staff and management.
Equipment may include:	access equipment, including: A frame ladders extension ladders screwdrivers cleaning equipment, including: brushes chamois cleaning cloths garbage bins hoses hot air dryers microfibre products pressure-washing equipment scourers soft brooms water extraction machines.
Chemicals may include:	acid cleaners alkaline cleaners low environmental-impact chemicals neutral cleaners solvent cleaners.
Personal protective equipment may include:	ear muffs and plugs gloves, such as non-permeable goggles high-visibility vests and clothing overalls and other protective clothing respirators safety glasses safety shoes splash-proof face masks sun protection tongs ultraviolet protection wet-work clothing.
Manufacturer specifications may include:	equipment operating manuals instructional guides MSDS other resources supplied by the manufacturer, such as: laminated cards notices wall posters product labels safety instructions pre-printed on equipment.
Signage and barriers may include:	physical barriers and restraints erected to restrict access to a site signs complying with legislative requirements and Australian standards warning of danger or adverse conditions, including: cleaning in progress hazardous chemicals in use or present in work area.
Work restrictions may include:	amount of cleaning anticipated client activity employee level of literacy and communication skills faulty or inappropriate equipment site accessibility site hazards skills of work unit or team staffing resources time limitations.
Cleaning techniques may include:	air blowing dusting low-water cleaning methods, such as using microfibre cleaning products pressure washing rinsing scrubbing spot cleaning water extraction wiping.
Waste may be either solid or liquid and include:	chemicals past expiry date obsolete equipment packaging used containers used or contaminated PPE used or unused chemicals.
Environmental requirements may include:	clean-up, containment and isolation company policies and guidelines emergency chemical spill control measures environmental protection agency and requirements of government departments, such as: agriculture emergency services hazardous materials handling local government regulations and by-laws low-energy cleaning methods low environmental-impact chemicals low-moisture cleaning methods low water-use equipment and water-efficient cleaning methods non-chemical cleaning methods.

Unit Sector(s)

Cleaning operations

Custom Content Section

Not applicable.

CPPCLO3014A Maintain 'clean room' environments

Modification History

Revised unit

Unit updated and equivalent to PRMCL14B Maintain a ‘clean room’ environment

Unit Descriptor

This unit of competency specifies the outcomes required to maintain ‘clean room’ environments. Cleaning in a ‘clean room’ environment is a specialised field of cleaning. The unit is an introduction to this type of cleaning and focuses on the need to exercise caution when selecting cleaning methods to ensure safety of personnel and equipment.

The unit requires the ability to assess the extent of the cleaning task through knowledge of the characteristics of a ‘clean room’ environment and by applying and understanding client requirements and company policies and procedures in order to perform the task. Selecting the appropriate equipment, chemicals and methods is essential to performing the task safely and efficiently.

Application of the Unit

This unit of competency supports employees without managerial or supervisory responsibilities. Performance would usually be carried out under routine supervision and within company guidelines.

Clean rooms are specialist facilities where dust presents a hazard to the safe and efficient operation of electronic and other sensitive equipment. Some clean rooms may be pressurised to reduce the amount of dust entering the room. Clean rooms may be used for specialised computer installations, computer equipment repairs, PABX units, manufacturing electronic components, laboratories and sterile rooms for food manufacturing.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

1	Assess area to be cleaned.	1.1	Area to be cleaned is assessed, work order is reviewed according to company requirements, and issues are clarified with appropriate persons.
1.2	Hazards are identified and risks controlled in work site according to legislative, occupational health and safety (OHS) and company requirements.
1.3	Types of clean room surfaces to be cleaned are identified by observation, and potential for damage to clean room equipment is assessed according to manufacturer specifications, work order and company requirements.
1.4	Soil types are identified on surfaces by observation according to work order and company requirements.
1.5	Size and usage pattern of work site are determined to ensure safety of personnel and efficient use of equipment and chemicals.
1.6	Pre-existing damage is identified and reported to appropriate persons according to company requirements.

2	Select equipment and chemicals.	2.1	Personal protective equipment (PPE) is selected and used according to manufacturer specifications, and OHS and company requirements.
2.2	Equipment and chemicals are selected for work order according to OHS and company requirements.
2.3	Operational effectiveness of equipment is checked according to manufacturer specifications and company requirements.
2.4	Equipment is adjusted to suit operator’s requirements according to manufacturer specifications and OHS requirements.
2.5	Chemicals are prepared according to manufacturer specifications, and OHS and company requirements.

3	Prepare work site.	3.1	Hazards in work site are confirmed and risks are controlled and reassessed according to legislative, OHS and company requirements.
3.2	Signage and barriers are installed as required according to work order, and OHS and company requirements.
3.3	Furniture and fittings that impede the cleaning operation are removed according to work order and company requirements.
3.4	Cleaning procedures are planned and move from highest to lowest point in work site according to work order, and OHS and company requirements.
3.5	Client-approved power outlets for electrical cleaning equipment are located prior to use according to work order and company requirements.
3.6	Work restrictions affecting completion of work order are identified and appropriate persons are notified.

4	Clean work site.	4.1	Soil is removed and surfaces are cleaned using equipment, PPE, chemicals and cleaning techniques according to work order, manufacturer specifications and OHS and company requirements.
4.2	Work is performed according to work order, manufacturer specifications and legislative, OHS and company requirements.

5	Tidy work site.	5.1	Signage and barriers are removed according to work order, and OHS and company requirements.
5.2	Collected soil and waste are disposed of according to client specifications, work order, manufacturer specifications and legislative, OHS, company and environmental requirements.

6	Clean and safety check equipment, and store equipment and chemicals.	6.1	Equipment and PPE are cleaned according to manufacturer specifications and environmental, OHS and company requirements.
6.2	Equipment and PPE are safety checked according to manufacturer specifications and OHS requirements and required maintenance is recorded according to company requirements.
6.3	Equipment and PPE are stored and maintained to allow ready access according to manufacturer specifications, and OHS and company requirements.
6.4	Chemicals are stored according to manufacturer specifications, and OHS and company requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
correct working skills to: clean glass maintain ceiling surfaces and fittings maintain hard floor surfaces maintain soft floor surfaces use spot cleaning customer service skills to: establish rapport with clients gain clients’ trust identify client expectations interpersonal skills to relate to people from a range of backgrounds language, literacy and numeracy skills to: communicate clearly and concisely verbally and in writing perform mathematical calculations required for diluting and mixing chemicals as specified on product labels read and interpret directions and safety instructions, including: chemical labels equipment manuals material safety data sheets (MSDS) request advice or further information seek and receive feedback source, organise and record information organisational skills to plan and organise work problem-solving skills to manage contingencies skills to work safely when: handling and disposing of chemicals handling and disposing of contaminated and toxic waste identifying hazards and controlling risks manual handling using equipment for cleaning self-management skills to work alone and in a team
Required knowledge
cleaning chemicals and equipment suitable for using with sensitive equipment cleaning methods for ‘clean room’ environments, including: low-water cleaning use of microfibre techniques vacuuming hard to access spaces company management structure and procedures, including: biological and viral control emergency response and evacuation procedures environmental protection procedures injury, dangerous occurrence and incident reporting OHS procedures quality systems impact of dust, moisture, electrical current and magnetic fields on sensitive electronic equipment legislation, regulations, codes of practice and industry advisory standards that apply to maintaining a ‘clean room’ environment, including OHS legislation routes of entry and potential symptoms of exposure to chemicals safe work practices for using: chemicals equipment, including PPE

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	This unit of competency could be assessed by observing practical demonstrations of maintaining a ‘clean room’ environment involving at least two different work site environments. It is also recognised that gaining access to a clean room for both the candidate and assessor can be, given the nature of clean rooms, problematic. A properly constructed simulation of the cleaning process is therefore an appropriate assessment strategy.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: identify types of surfaces and fittings use safe and efficient cleaning methods select cleaning equipment and chemicals comply with company and legislative requirements achieve outcomes in relation to customer work order and company requirements.
Context of and specific resources for assessment	Assessment of essential underpinning knowledge may be conducted in an off-site context. It is to comply with relevant regulatory or Australian standards’ requirements. Resource implications for assessment include access to: suitable work site venue suitable equipment and chemicals PPE equipment operating manuals and MSDS work order instructions, work plans and schedules, and policy documents assessment instruments, including personal planner and assessment record book.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments.
Guidance information for assessment	Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. This unit could be assessed on its own or in combination with other units relevant to the job function.

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.
Work order information may include:	access to work site, including: access and egress points timing of access budget allocations completion times and dates human resource requirements to complete the work tasks job requirements and tasks legislative and local government requirements OHS requirements and emergency response procedures requirements for working in isolated and remote locations resource requirements, such as equipment and materials specific client requirements, such as: dress and presentation requirements relationships with other activities use of signage and barriers work schedules work site contact persons work site requirements for specific industries, such as: hospitals electronic manufacturing laboratories.
Company requirements may include:	business and performance plans client communication procedures client confidentiality procedures client service standards communication channels and reporting procedures company goals, objectives, plans, systems and processes company issued identification badges, cards or passes company policies and procedures, including: access and equity policy, principles and practice OHS policies and procedures, including control procedures maintenance procedures for equipment and PPE those relating to own role, responsibility and delegation work site access security clearance procedures company service standards dress and presentation requirements duty of care, code of conduct, and code of ethics emergency response and evacuation procedures employer and employee rights and responsibilities environmental protection procedures personnel practices and guidelines quality and continuous improvement processes and standards records and information systems and processes training materials (induction, refresher and new skills) use of contractors.
Appropriate persons may include:	clients colleagues managers persons in control of work sites supervisors.
Hazards may include:	allergic reactions to chemicals or equipment, including latex allergies biological and animal waste bites and stings blood and blood-stained products confined or restricted spaces contaminated clothing, materials or equipment damaged or inappropriate equipment dust and fibres electrical hazards arising from: cables electrical fittings: switches lights untested electrical equipment fatigue fire gas heights inadequate lighting and ventilation infectious and zoonotic diseases, such as: Q fever scabies mobile equipment and vehicle hazards around plant and vehicles moving or unguarded parts noise occupational violence and bullying poor personal hygiene practices spill, splash and spray release of substances with negative environmental impact synergistic chemical reactions, such as: hazardous incompatibility reactivity syringes or other sharps temperature extremes ultraviolet light unsafe manual-handling techniques, including awkward and repetitive postures unsafe underfoot conditions, such as slippery, uneven and rough surfaces work in unfamiliar isolated or remote environments.
Legislative requirements may include:	Australian standards, quality assurance and certification requirements award and enterprise agreements industry advisory standards and codes, such as: building codes dangerous goods codes relevant commonwealth, state and territory legislation and local government regulations affecting company operation, including: anti-discrimination and diversity policies chemical controls chemical registers and manifests consumer protection energy conservation environmental protection equal employment opportunity freedom of information industrial equipment certificates of competency or licences industrial relations OHS Acts and regulations privacy public health trade practices water conservation workplace consultative arrangements.
Occupational health and safety (also known as workplace health and safety) requirements may relate to:	allergic reactions, such as contact dermatitis communication devices for remote and isolated locations, such as: mobile phone two-way radio dermatoxicological control and prevention measures emergency procedures for eye and skin contact, and inhalation and ingestion of toxic substances hazard identification and risk assessment mechanisms health surveillance and monitoring, such as regular blood testing hierarchy of hazard control procedures maintaining clear access national and industry standards and codes of practice OHS control procedures, such as: health and safety plans job plans job safety analyses risk assessments safe operating practices and procedures safe system of work statements safe work instructions work method statements reporting injury and dangerous occurrences routes of entry and potential symptoms of exposure to chemicals safe work practices for equipment, PPE and chemical storage, including interpretation of: MSDS hazardous substance information, such as long latency periods safety training, induction and refresher training selection and use of PPE and clothing appropriate to the hazard ultraviolet light up-to-date electrical test and tag compliance use of chemicals according to MSDS use of residual current devices use, storage and maintenance of equipment according to manufacturer specifications and equipment operating manuals.
Clean room is a specialised facility that may accommodate:	electronic manufacturing environment laboratories PABX equipment specialised computer installation sterile food manufacturing environments.
Surfaces may include:	benchtops and work stations equipment casings cabling ceilings fittings, such as: cameras lights monitors skylights smoke detectors sprinkler systems furniture glass hard floor surfaces soft floor surfaces, such as special dust-catching carpets surfaces encompassing new technologies vents and grilles.
Damage to clean room equipment may include:	damage caused by liquids entering or moisture accumulating in: electrical and other cabling equipment casings electrostatic or electromagnetic contamination falling or airborne dust loosening of cables or wiring.
Manufacturer specifications may include:	equipment operating manuals instructional guides MSDS other resources supplied by the manufacturer, such as: laminated cards notices wall posters product labels safety instructions pre-printed on equipment.
Soil types may include:	dust litter.
Personnel may include:	client’s staff members colleagues general public venue, facility, shopping centre staff and management.
Equipment may include:	access equipment, such as: A frame ladders extension poles cleaning equipment, such as: brooms buckets buffing machines with brushes and pads damp mops dust mops dust pans garbage bins glass cleaning equipment lint-free and anti-static cleaning cloths microfibre products scourers vacuum cleaners fitted with micron filters and bags vacuum crevice tools wheeled cleaning trolleys.
Chemicals may include:	acid cleaners alkaline cleaners low environmental-impact chemicals neutral cleaners solvent cleaners.
Personal protective equipment may include:	ear muffs and plugs gloves, such as non-permeable goggles high-visibility vests and clothing overalls and other protective clothing respirators safety glasses safety shoes splash-proof face masks sun protection tongs ultraviolet protection wet-work clothing.
Signage and barriers may include:	physical barriers and restraints erected to restrict access to a site signs complying with legislative requirements and Australian standards warning of danger or adverse conditions, including: cleaning in progress hazardous chemicals in use or present in work area.
Work restrictions may include:	amount of cleaning anticipated client activity employee level of literacy and communication skills faulty or inappropriate equipment site accessibility site hazards skills of work unit or team staffing resources time limitations.
Cleaning techniques may include:	buffing damp mopping dust mopping spot cleaning steam cleaning surface wiping with lint-free or anti-static cloths low-water cleaning methods, such as using microfibre cleaning products vacuum cleaning vacuuming with crevice tool on hard to access surfaces.
Waste may be either solid or liquid and include:	chemicals past expiry date obsolete equipment packaging used cleaning cloths used containers used or contaminated PPE used or unused chemicals.
Environmental requirements may include:	clean-up, containment and isolation company policies and guidelines emergency chemical spill control measures environmental protection agency and requirements of government departments, such as: agriculture emergency services hazardous materials handling local government regulations and by-laws low-energy cleaning methods low environmental-impact chemicals low-moisture cleaning methods low water-use equipment and water-efficient cleaning methods non-chemical cleaning methods.

Unit Sector(s)

Cleaning operations

Custom Content Section

Not applicable.

CPPCLO3016A Wash furniture and fittings

Modification History

Revised unit

Unit updated and equivalent to PRMCL16B Wash furniture and fittings

Unit Descriptor

This unit of competency specifies the outcomes required to wash furniture and fittings. This function is usually part of client specifications for periodic rather than routine cleaning and covers a range of surface types and cleaning methods.

Application of the Unit

This unit of competency supports employees without managerial or supervisory responsibilities. Performance would usually be carried out under routine supervision and within company guidelines.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

1	Assess furniture and fittings to be cleaned.	1.1	Furniture and fittings are assessed, work order is reviewed according to company requirements, and issues are clarified with appropriate persons.
1.2	Hazards are identified and risks controlled in work site according to legislative, occupational health and safety (OHS) and company requirements.
1.3	Type and condition of furniture and fittings are identified by observation according to work order and company requirements.
1.4	Soil type is identified by observation according to work order and company requirements.
1.5	Cleaning techniques are selected according to work order and company requirements.
1.6	Size and usage pattern of work site are determined to ensure safety of personnel and efficient use of equipment and chemicals.
1.7	Pre-existing damage is identified and reported to appropriate persons according to company requirements.

2	Select equipment and chemicals.	2.1	Personal protective equipment (PPE) is selected and used according to manufacturer specifications, and OHS and company requirements.
2.2	Equipment and chemicals are selected for work order according to OHS and company requirements.
2.3	Operational effectiveness of equipment is checked according to manufacturer specifications and company requirements.
2.4	Equipment is adjusted to suit operator’s requirements according to manufacturer specifications and OHS requirements.
2.5	Chemicals are prepared according to manufacturer specifications, and OHS and company requirements.

3	Prepare work site.	3.1	Hazards in work site are confirmed and risks are controlled and reassessed according to legislative, OHS and company requirements.
3.2	Signage and barriers are installed as required to maximise public safety during cleaning operation according to work order, and OHS and company requirements.
3.3	Furniture and fittings that impede cleaning operation are moved according to work order, and OHS and company requirements.
3.4	Floor, furniture and fittings are covered by drop sheets as necessary according to work order and company requirements.
3.5	Work restrictions affecting completion of work order are identified and appropriate persons are notified.

4	Clean furniture and fittings.	4.1	Soil is removed from surfaces, and furniture and fittings are washed using equipment, PPE, chemicals and cleaning techniques.
4.2	Work area is restored according to work order and company requirements.
4.3	Work is performed according to work order, manufacturer specifications and legislative, OHS and company requirements.

5	Tidy work site.	5.1	Collected soil and waste are disposed of according to client specifications, work order, manufacturer specifications and legislative, OHS, company and environmental requirements.
5.2	Furniture and fittings are replaced according to client requests, work order and OHS requirements.
5.3	Signage and barriers are removed according to work order, and OHS and company requirements.

6	Clean and safety check equipment, and store equipment and chemicals.	6.1	Equipment and PPE are cleaned according to manufacturer specifications and environmental, OHS and company requirements.
6.2	Equipment and PPE are safety checked according to manufacturer specifications and OHS requirements and required maintenance is recorded according to company requirements.
6.3	Equipment and PPE are stored and maintained to allow ready access according to manufacturer specifications, and OHS and company requirements.
6.4	Chemicals are stored according to manufacturer specifications, and OHS and company requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to: identify soil and stains identify surface types customer service skills to: establish rapport with clients gain clients’ trust identify client expectations interpersonal skills to relate to people from a range of backgrounds language, literacy and numeracy skills to: communicate clearly and concisely verbally and in writing perform mathematical calculations required for diluting and mixing chemicals as specified on product labels read and interpret directions and safety instructions, including: chemical labels equipment manuals material safety data sheets (MSDS) request advice or further information seek and receive feedback source, organise and record information planning and organising skills to: manage time sequence tasks problem-solving skills to manage contingencies skills to work safely when: handling and disposing of chemicals handling and disposing of contaminated and toxic waste identifying hazards and controlling risks manual handling self-management skills to work alone and in a team
Required knowledge
cleaning chemicals and equipment and their application for surfaces of furniture and fittings cleaning methods for furniture and fittings, including: pre-spotting and stain removal low-water company management structure and procedures, including: biological and viral control emergency response and evacuation procedures environmental protection procedures injury, dangerous occurrence and incident reporting OHS procedures quality systems legislation, regulations, codes of practice and industry advisory standards that apply to washing furniture and fittings, including OHS legislation routes of entry and potential symptoms of exposure to chemicals safe work practices for using: chemicals equipment, including PPE

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	This unit of competency could be assessed by observing practical demonstrations of washing furniture and fittings involving at least two different work site environments.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: identify type and characteristics of furniture and fittings and their surfaces use safe and efficient cleaning methods select cleaning equipment and chemicals comply with company and legislative requirements achieve outcomes in relation to customer work order and company requirements.
Context of and specific resources for assessment	Assessment of essential underpinning knowledge may be conducted in an off-site context. It is to comply with relevant regulatory or Australian standards’ requirements. Resource implications for assessment include access to: suitable venue with a range of furniture and fittings suitable equipment and chemicals PPE equipment operating manuals and MSDS work order instructions, work plans and schedules, and policy documents assessment instruments, including personal planner and assessment record book.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments.
Guidance information for assessment	Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. This unit could be assessed on its own or in combination with other units relevant to the job function, such as: CPPCLO2015A Maintain furniture, fittings and room dressing.

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.
Furniture and fittings may include:	air conditioning vents bars beds bedside cupboards benches blinds ceiling fans chairs clocks compactus computers and associated equipment curtains desks displays door handles doors electrical items, including kettles and microwaves filing cabinets grilles lamps light fittings light switches ornaments ovens picture frames railings refrigerators shelves skirting stoves tables telephone hand sets vents walls work stations window sills.
Work order information may include:	access to work site, including: access and egress points timing of access budget allocations completion times and dates human resource requirements to complete the work tasks job requirements and tasks legislative and local government requirements OHS requirements and emergency response procedures requirements for working in isolated and remote locations resource requirements, such as equipment and materials specific client requirements, such as: dress and presentation requirements relationships with other activities use of signage and barriers work schedules work site contact persons work site requirements for specific industries, such as: hospitals and medical centres nursing homes retail food courts schools tourism and hospitality.
Company requirements may include:	business and performance plans client communication procedures client confidentiality procedures client service standards communication channels and reporting procedures company goals, objectives, plans, systems and processes company issued identification badges, cards or passes company policies and procedures, including: access and equity policy, principles and practice OHS policies and procedures, including control procedures maintenance procedures for equipment and PPE those relating to own role, responsibility and delegation work site access security clearance procedures company service standards dress and presentation requirements duty of care, code of conduct, and code of ethics emergency response and evacuation procedures employer and employee rights and responsibilities environmental protection procedures personnel practices and guidelines quality and continuous improvement processes and standards records and information systems and processes training materials (induction, refresher and new skills) use of contractors.
Appropriate persons may include:	clients colleagues managers persons in control of work sites supervisors.
Hazards may include:	allergic reactions to chemicals or equipment, including latex allergies biological and animal waste bites and stings blood and blood-stained products confined or restricted spaces contaminated clothing, materials or equipment damaged or inappropriate equipment dust and fibres electrical hazards arising from: cables electrical fittings: switches lights untested electrical equipment fatigue fire gas heights inadequate lighting and ventilation infectious and zoonotic diseases, such as: Q fever scabies mobile equipment and vehicle hazards around plant and vehicles moving or unguarded parts noise occupational violence and bullying poor personal hygiene practices spill, splash and spray release of substances with negative environmental impact synergistic chemical reactions, such as: hazardous incompatibility reactivity syringes or other sharps temperature extremes ultraviolet light unsafe manual-handling techniques, including awkward and repetitive postures unsafe underfoot conditions, such as slippery, uneven and rough surfaces work in unfamiliar isolated or remote environments.
Legislative requirements may include:	Australian standards, quality assurance and certification requirements award and enterprise agreements industry advisory standards and codes, such as: building codes dangerous goods codes relevant commonwealth, state and territory legislation and local government regulations affecting company operation, including: anti-discrimination and diversity policies chemical controls chemical registers and manifests consumer protection energy conservation environmental protection equal employment opportunity freedom of information industrial equipment certificates of competency or licences industrial relations OHS Acts and regulations privacy public health trade practices water conservation workplace consultative arrangements.
Occupational health and safety (also known as workplace health and safety) requirements may relate to:	allergic reactions, such as contact dermatitis communication devices for remote and isolated locations, such as: mobile phone two-way radio dermatoxicological control and prevention measures emergency procedures for eye and skin contact, and inhalation and ingestion of toxic substances hazard identification and risk assessment mechanisms health surveillance and monitoring, such as regular blood testing hierarchy of hazard control procedures maintaining clear access national and industry standards and codes of practice OHS control procedures, such as: health and safety plans job plans job safety analyses risk assessments safe operating practices and procedures safe system of work statements safe work instructions work method statements reporting injury and dangerous occurrences routes of entry and potential symptoms of exposure to chemicals safe work practices for equipment, PPE and chemical storage, including interpretation of: MSDS hazardous substance information, such as long latency periods safety training, induction and refresher training selection and use of PPE and clothing appropriate to the hazard ultraviolet light up-to-date electrical test and tag compliance use of chemicals according to MSDS use of residual current devices use, storage and maintenance of equipment according to manufacturer specifications and equipment operating manuals.
Soil types can be wet or dry and may include:	beverages blood blue tack candle wax chewing gum cobwebs dust food glue grease human and animal waste lipstick medicine mud and dirt nail polish paint shoe polish.
Cleaning techniques may include:	for furniture and fittings: polishing pre-spraying scrubbing vacuuming washing wiping for fabric surfaces: spot cleaning spray pack foam vacuuming low-water cleaning methods, such as using microfibre cleaning products.
Personnel may include:	client’s staff members colleagues general public venue, facility, shopping centre staff and management.
Equipment may include:	alcohol wipes buckets damp cloths extension poles ladders lint-free dusters, such as lamb’s wool and feather dusters lint-free polishing cloths, such as cotton and colour-fast cloths microfibre products mini mops oil impregnated cloths polishing cloths scourers sponges vacuum cleaners.
Chemicals may include:	acid cleaners alkaline cleaners low environmental-impact chemicals neutral cleaners solvent cleaners.
Personal protective equipment may include:	ear muffs and plugs gloves, such as non-permeable goggles high-visibility vests and clothing overalls and other protective clothing respirators safety glasses safety shoes splash-proof face masks sun protection tongs ultraviolet protection wet-work clothing.
Manufacturer specifications may include:	equipment operating manuals instructional guides MSDS other resources supplied by the manufacturer, such as: laminated cards notices wall posters product labels safety instructions pre-printed on equipment.
Signage and barriers may include:	physical barriers and restraints erected to restrict access to a site signs complying with legislative requirements and Australian standards warning of danger or adverse conditions, including: cleaning in progress hazardous chemicals in use or present in work area.
Work restrictions may include:	amount of cleaning anticipated client activity employee level of literacy and communication skills faulty or inappropriate equipment site accessibility site hazards skills of work unit or team staffing resources time limitations.
Surfaces may be washable or non-washable and include:	fabric glass laminate leather metal paint plastic polyresin tile timber vinyl.
Waste may be either solid or liquid and include:	chemicals past expiry date dry waste, such as fluff and lint liquid waste litter obsolete equipment packaging soil used cleaning cloths used containers used or contaminated PPE used or unused chemicals.
Environmental requirements may include:	clean-up, containment and isolation company policies and guidelines emergency chemical spill control measures environmental protection agency and requirements of government departments, such as: agriculture emergency services hazardous materials handling local government regulations and by-laws low-energy cleaning methods low environmental-impact chemicals low-moisture cleaning methods low water-use equipment and water-efficient cleaning methods non-chemical cleaning methods.

Unit Sector(s)

Cleaning operations.

Custom Content Section

Not applicable.

CPPCLO3020A Clean using pressure washing

Modification History

Revised unit

Unit updated and equivalent to PRMCL20B Clean using pressure washing

Unit Descriptor

This unit of competency specifies the outcomes required to use pressure washing to clean surfaces. Pressure washing produces a variable stream of either water or cleaning chemical and is used as a replacement for hand scrubbing in large areas or where surfaces are very soiled.

Some surfaces, such as cracked, painted or other sealed surfaces, may be sensitive to pressure washing.

The unit requires the ability to assess the extent of the cleaning task through knowledge of the characteristics of the surface and the type of surface soiling. It is also necessary to apply understanding of client requirements and company policies and procedures in order to perform the task. Selecting the appropriate equipment, chemicals and cleaning methods is essential to performing the task safely and efficiently.

In this unit work is conducted from ground level. CPPCLO3036A Clean at high levels describes work conducted over two metres above ground level.

Application of the Unit

This unit of competency supports employees without managerial or supervisory responsibilities. The work may be performed in teams or individually. Performance would usually be carried out under routine supervision and within company guidelines.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

his unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

1	Assess area for suitability for pressure washing.	1.1	Area to be pressure washed is assessed, work order is reviewed according to company requirements, and issues are clarified with appropriate persons.
1.2	Hazards and risks in work site are identified and controlled according to company, legislative and occupational health and safety (OHS) requirements.
1.3	Type and condition of surface are identified by observation according to work order and company requirements.
1.4	Soil type is identified by observation according to work order and company requirements.
1.5	Work site access requirements are identified according to work order and company requirements.
1.6	Size and usage pattern of work site are determined to ensure safety of personnel and efficient use of equipment and chemicals.
1.7	Effectiveness and suitability of a pressure wash is assessed according to work order and legislative, OHS, company and environmental requirements.
1.8	Cleaning techniques are selected according to work order, manufacturer specifications and environmental, legislative, OHS and company requirements.
1.9	Pre-existing damage is identified and reported to appropriate persons according to company requirements.

2	Select equipment and chemicals.	2.1	Personal protective equipment (PPE) is selected and used according to manufacturer specifications, and OHS and company requirements.
2.2	Equipment and chemicals are selected for work order according to OHS and company requirements.
2.3	Operational effectiveness of equipment is checked according to manufacturer specifications and company requirements.
2.4	Equipment is adjusted to suit operator’s requirements according to manufacturer specifications and OHS requirements.
2.5	Chemicals are prepared according to manufacturer specifications, and OHS and company requirements.

3	Prepare work site.	3.1	Hazards in work site are confirmed and risks are controlled and reassessed according to legislative, OHS and company requirements.
3.2	Signage and barriers are installed as required to maximise public safety during the cleaning operation according to work order, and OHS and company requirements.
3.3	Items requiring protection from pressure spray are covered and secured according to work order and company requirements.
3.4	Work restrictions affecting completion of work order are identified and appropriate persons are notified.

4	Clean work site.	4.1	Heavily soiled areas are prepared using cleaning techniques according to manufacturer specifications and company requirements.
4.2	Pressure washing is conducted using equipment, PPE and chemicals and according to manufacturer specifications and company requirements.
4.3	Work is performed according to work order, manufacturer specifications and legislative, OHS and company requirements.

5	Tidy work site.	5.1	Collected soil and waste are disposed of according to client specifications, work order, manufacturer specifications and legislative, OHS, company and environmental requirements.
5.2	Signage and barriers are removed according to work order, and OHS and company requirements.

6	Clean and safety check equipment, and store equipment and chemicals.	6.1	Equipment and PPE are cleaned according to manufacturer specifications and environmental, OHS and company requirements.
6.2	Equipment and PPE are safety checked according to manufacturer specifications and OHS requirements and required maintenance is recorded according to company requirements.
6.3	Equipment and PPE are stored and maintained to allow ready access according to manufacturer specifications, and OHS and company requirements.
6.4	Chemicals are stored according to manufacturer specifications, and OHS and company requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
customer service skills to: establish rapport with clients gain clients’ trust identify client expectations interpersonal skills to relate to people from a range of backgrounds language, literacy and numeracy skills to: communicate clearly and concisely verbally and in writing perform mathematical calculations required for diluting and mixing chemicals as specified on product labels read and interpret directions and safety instructions, including: chemical labels equipment manuals material safety data sheets (MSDS) request advice or further information seek and receive feedback source, organise and record information planning and organising skills to schedule and roster work problem-solving skills to manage contingencies skills to work safely when: handling and disposing of chemicals handling and disposing of waste identifying hazards and controlling risks manual handling selecting equipment and chemicals working at heights self-management skills to work alone and in a team teamwork skills to lead teams
Required knowledge
company management structure and procedures, including: biological and viral control emergency response and evacuation procedures environmental protection procedures injury, dangerous occurrence and incident reporting OHS procedures quality systems legislation, regulations, codes of practice and industry advisory standards that apply to cleaning using pressure washing, including OHS legislation routes of entry and potential symptoms of exposure to chemicals safe work practices for using: chemicals equipment, including PPE pressure washing, including: equipment and its functions pressure washing methods, including: cleaning methods for surfaces where there are restrictions or limitations on pressure washing preparation requirements of areas for pressure washing types of surfaces, their characteristics and suitability for pressure washing

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	This unit of competency could be assessed by observing practical demonstrations of cleaning using pressure washing involving at least two different surfaces and two different work site environments.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: identify hazards associated with pressure washing identify surface and soil types use safe and efficient pressure cleaning methods select cleaning equipment and chemicals comply with company and legislative requirements achieve outcomes in relation to customer work order and company requirements.
Context of and specific resources for assessment	Assessment of essential underpinning knowledge may be conducted in an off-site context. It is to comply with relevant regulatory or Australian standards’ requirements. Resource implications for assessment include access to: suitable work site or venues with a variety of surface and soil types suitable for pressure washing suitable equipment and chemicals PPE equipment operating manuals and MSDS work order instructions, work plans and schedules, and policy documents assessment instruments, including personal planner and assessment record book.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments.
Guidance information for assessment	Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. This unit could be assessed on its own or in combination with other units relevant to the job function, such as: CPPCLO2037A Clean external surfaces CPPCLO3021A Clean industrial machinery.

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.
Work order information may include:	access to work site, including: access and egress points timing of access budget allocations completion times and dates human resource requirements to complete the work tasks job requirements and tasks legislative and local government requirements OHS requirements and emergency response procedures requirements for working in isolated and remote locations resource requirements, such as equipment and materials specific client requirements, such as: dress and presentation requirements relationships with other activities use of signage and barriers work schedules work site contact persons work site requirements for specific industries, such as: hospitals and medical centres nursing homes retail food courts schools tourism and hospitality.
Company requirements may include:	business and performance plans client communication procedures client confidentiality procedures client service standards communication channels and reporting procedures company goals, objectives, plans, systems and processes company issued identification badges, cards or passes company policies and procedures, including: access and equity policy, principles and practice OHS policies and procedures, including control procedures maintenance procedures for equipment and PPE those relating to own role, responsibility and delegation work site access security clearance procedures company service standards dress and presentation requirements duty of care, code of conduct, and code of ethics emergency response and evacuation procedures employer and employee rights and responsibilities environmental protection procedures personnel practices and guidelines quality and continuous improvement processes and standards records and information systems and processes training materials (induction, refresher and new skills) using contractors.
Appropriate persons may include:	clients colleagues managers persons in control of work sites supervisors.
Hazards may include:	allergic reactions to chemicals or equipment, including latex allergies biological and animal waste bites and stings blood and blood-stained products confined or restricted spaces contaminated clothing, materials or equipment damaged or inappropriate equipment dust and fibres electrical hazards arising from: cables electrical fittings: switches lights untested electrical equipment fatigue fire gas heights inadequate lighting and ventilation infectious and zoonotic diseases, such as: Q fever scabies mobile equipment and vehicle hazards around plant and vehicles moving or unguarded parts noise occupational violence and bullying poor personal hygiene practices spill, splash and spray release of substances with negative environmental impact synergistic chemical reactions, such as: hazardous incompatibility reactivity syringes or other sharps temperature extremes ultraviolet light unsafe manual-handling techniques, including awkward and repetitive postures unsafe underfoot conditions, such as slippery, uneven and rough surfaces work in unfamiliar isolated or remote environments.
Legislative requirements may include:	Australian standards, quality assurance and certification requirements award and enterprise agreements industry advisory standards and codes, such as: building codes dangerous goods codes relevant commonwealth, state and territory legislation and local government regulations affecting company operation, including: anti-discrimination and diversity policies chemical controls chemical registers and manifests consumer protection energy conservation environmental protection equal employment opportunity freedom of information industrial equipment certificates of competency or licences industrial relations OHS Acts and regulations privacy public health trade practices water conservation workplace consultative arrangements.
Occupational health and safety (also known as workplace health and safety) requirements may relate to:	allergic reactions, such as contact dermatitis communication devices for remote and isolated locations, such as: mobile phone two-way radio dermatoxicological control and prevention measures emergency procedures for eye and skin contact, and inhalation and ingestion of toxic substances hazard identification and risk assessment mechanisms health surveillance and monitoring, such as regular blood testing hierarchy of hazard control procedures maintaining clear access national and industry standards and codes of practice OHS control procedures, such as: health and safety plans job plans job safety analyses risk assessments safe operating practices and procedures safe system of work statements safe work instructions work method statements reporting injury and dangerous occurrences routes of entry and potential symptoms of exposure to chemicals safe work practices for equipment, PPE and chemical storage, including interpretation of: MSDS hazardous substance information, such as long latency periods safety training, induction and refresher training selection and use of PPE and clothing appropriate to the hazard ultraviolet light up-to-date electrical test and tag compliance use of chemicals according to MSDS use of residual current devices use, storage and maintenance of equipment according to manufacturer specifications and equipment operating manuals.
Surface may be:	brick car parking areas concrete concrete driveways entertainment seating external walls, gutters and fascia boards factory floors fronts of buildings, such as awnings and facades garages industrial kitchens machinery and equipment painted surfaces polyresin surfaces encompassing new technologies stairwells steps wood.
Soil types may include:	algae and moss graffiti made with ink, texta and paint grease and oil pollution marks and soil on structures, including: bridges buildings outdoor furniture statues.
Personnel may include:	client’s staff members colleagues general public venue, facility, shopping centre staff and management.
Equipment may include:	brooms cloths hoses lances microfibre products pressure washers (electric or diesel) squeegees wet area electrical safety connections.
Chemicals may include:	acid cleaners alkaline cleaners low environmental-impact chemicals neutral cleaners solvent cleaners.
Environmental requirements may include:	clean-up, containment and isolation company policies and guidelines emergency chemical spill control measures environmental protection agency and requirements of government departments, such as: agriculture emergency services hazardous materials handling local government regulations and by-laws low-energy cleaning methods low environmental-impact chemicals low-moisture cleaning methods low water-use equipment and water-efficient cleaning methods non-chemical cleaning methods.
Cleaning techniques may include:	low-water cleaning methods detailing hand washing pre-spraying pressure water blasting rinsing.
Manufacturer specifications may include:	equipment operating manuals instructional guides MSDS other resources supplied by the manufacturer, such as: laminated cards notices wall posters product labels safety instructions pre-printed on equipment.
Personal protective equipment may include:	ear muffs and plugs gloves, such as non-permeable goggles high-visibility vests and clothing overalls and other protective clothing respirators safety glasses safety shoes splash-proof face masks sun protection tongs ultraviolet protection wet-work clothing.
Signage and barriers may include:	physical barriers and restraints erected to restrict access to a site signs complying with legislative requirements and Australian standards warning of danger or adverse conditions, including: cleaning in progress hazardous chemicals in use or present in work area.
Work restrictions may include:	amount of cleaning anticipated client activity employee level of literacy and communication skills faulty or inappropriate equipment site accessibility site hazards skills of work unit or team staffing resources time limitations.
Waste may be either solid or liquid and include:	chemicals past expiry date obsolete equipment packaging removed soil used cleaning cloths used containers used or unused chemicals used or contaminated PPE used or unused chemicals.

Unit Sector(s)

Cleaning operations

Custom Content Section

Not applicable.

CPPCLO4022A Organise and monitor cleaning operations

Modification History

Revised unit

Unit updated and equivalent to PRMCL22B Organise and monitor cleaning operations

Unit Descriptor

This unit of competency specifies the outcomes required to organise and monitor work to maximise effectiveness of resource use in the cleaning industry.

The unit requires the ability to identify requirements of the work order based on extensive understanding of the range of cleaning methods available and the associated use of equipment and chemicals. It also requires understanding of the client’s expectations and needs, and organising the resources needed for the cleaning operation. Organising resources and monitoring performance are essential to performing a cleaning operation efficiently.

Application of the Unit

This unit of competency supports employees who work with limited supervision or who work with, and provide support to, a small team.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

1	Identify work requirements.	1.1	Work order is reviewed and site is assessed according to company requirements to determine work implications, and issues are clarified with appropriate persons.
1.2	Client needs, expectations and preferences are clarified using interpersonal skills and communication techniques according to company requirements.
1.3	Special requirements arising from site characteristics or client requests are identified according to company and occupational health and safety (OHS) requirements.

2	Analyse resource implications and provide resources.	2.1	Work order resource requirements and available resources are analysed according to company requirements.
2.2	Work schedules are developed and available personnel with recognised competencies are assigned according to OHS and company requirements.
2.3	Type and quantity of equipment, personal protective equipment (PPE), chemicals and consumables required to fulfil work order are assessed according to company requirements.
2.4	Suitable equipment, PPE, chemicals and consumables for the cleaning operation are supplied according to work order, manufacturer specifications, and OHS and company requirements.

3	Communicate and monitor work requirements.	3.1	Work team members are advised of work schedules and responsibilities using communication methods according to company requirements.
3.2	Work team members’ understanding of their tasks and responsibilities is confirmed by using interpersonal skills and communication techniques according to company requirements.
3.3	Work performance is monitored according to company requirements to ensure compliance with customer needs, expectations and preferences and work order.
3.4	Work restrictions affecting completion of work order and changed customer needs, expectations and preferences are identified and work schedules are adjusted according to company requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
customer service skills to: establish rapport with clients gain clients’ trust identify client expectations interpersonal skills to relate to people from a range of backgrounds language, literacy and numeracy skills to: communicate clearly and concisely verbally and in writing perform mathematical calculations required for: allocating work estimating time to complete work read and comprehend work orders request advice or further information seek and receive feedback source, organise and record information planning and organising skills to: manage time monitor work orders and outcomes prioritise work schedule efficiently problem-solving skills to manage contingencies self-management skills to work alone and in a team teamwork skills to lead small teams
Required knowledge
company management structure and procedures, including: biological and viral control emergency response and evacuation procedures environmental protection procedures identifying hazards and controlling risks injury, dangerous occurrence and incident reporting OHS procedures quality systems legislation, regulations, codes of practice and industry advisory standards that apply to cleaning operations and ensure compliance in the workplace and work order requirements mathematical methods for estimating resources product knowledge, including: chemicals and their uses cleaning equipment and its uses surfaces and effective and compatible cleaning methods routes of entry and potential symptoms of exposure to chemicals safe work practices for using: chemicals equipment, including PPE work order specifications

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	This unit of competency could be assessed by observing practical demonstrations of organising and monitoring cleaning operations involving at least two different work site environments.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: determine resource implications of particular cleaning methods being used in work order assess resource requirements of work order confirm that client expectations are realistic comply with company and legislative requirements develop and adhere to work schedules implement effective monitoring system identify and supply equipment, PPE, chemicals and consumables provide feedback and communicate with colleagues and customers achieve outcomes in relation to customer work order and company requirements.
Context of and specific resources for assessment	Assessment of essential underpinning knowledge may be conducted in an off-site context. It is to comply with relevant regulatory or Australian standards’ requirements. Resource implications for assessment include access to: work order and client specifications relevant information and work sites suitable equipment and resources PPE equipment operating manuals and MSDS relevant procedures work order instructions, work plans and schedules, and policy documents assessment instruments, including personal planner and assessment record book.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments.
Guidance information for assessment	Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed. This unit could be assessed on its own or in combination with other units relevant to the job function, such as: CPPCLO4024A Control the supply of resources to the work site.

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.
Work order information may include:	access to work site, including: access and egress points timing of access budget allocations completion times and dates human resource requirements to complete the work tasks job requirements and tasks legislative and local government requirements OHS requirements and emergency response procedures requirements for working in isolated and remote locations resource requirements, such as equipment and materials specific client requirements, such as: dress and presentation requirements relationships with other activities use of signage and barriers work schedules work site contact persons work site requirements for specific industries, such as: hospitals and medical centres nursing homes retail food courts schools tourism and hospitality.
Company requirements may include:	business and performance plans client communication procedures client confidentiality procedures client service standards communication channels and reporting procedures company goals, objectives, plans, systems and processes company issued identification badges, cards or passes company policies and procedures, including: access and equity policy, principles and practice OHS policies and procedures, including control procedures maintenance procedures for equipment and PPE those relating to own role, responsibility and delegation work site access security clearance procedures company service standards dress and presentation requirements duty of care, code of conduct, and code of ethics emergency response and evacuation procedures employer and employee rights and responsibilities environmental protection procedures personnel practices and guidelines quality and continuous improvement processes and standards records and information systems and processes training materials (induction, refresher and new skills) using contractors.
Appropriate persons may include:	clients colleagues managers persons in control of work sites supervisors.
Interpersonal skills and communication techniques may include:	active listening constructive feedback control of voice and body language flexibility and willingness to negotiate non-verbal communication, such as: body language personal presentation presenting options and consequences providing opportunity for client to confirm their request questioning techniques to clarify and confirm client’s needs and understanding summarising and paraphrasing to check understanding of client’s message use of effective presentation aids, such as: audiovisual slides diagrams photos pictures using language sensitively, showing awareness of cultural and social differences.
Occupational health and safety (also known as workplace health and safety) requirements may relate to:	allergic reactions, such as contact dermatitis communication devices for remote and isolated locations, such as: mobile phone two-way radio dermatoxicological control and prevention measures emergency procedures for eye and skin contact, and inhalation and ingestion of toxic substances hazard identification and risk assessment mechanisms health surveillance and monitoring, such as regular blood testing hierarchy of hazard control procedures maintaining clear access national and industry standards and codes of practice OHS control procedures, such as: health and safety plans job plans job safety analyses risk assessments safe operating practices and procedures safe system of work statements safe work instructions work method statements reporting injury and dangerous occurrences routes of entry and potential symptoms of exposure to chemicals safe work practices for equipment, PPE and chemical storage, including interpretation of: material safety data sheets (MSDS) hazardous substance information, such as long latency periods safety training, induction and refresher training selection and use of PPE and clothing appropriate to the hazard ultraviolet light up-to-date electrical test and tag compliance use of chemicals according to MSDS use of residual current devices use, storage and maintenance of equipment according to manufacturer specifications and equipment operating manuals.
Equipment may include:	access equipment, such as ladders bins brooms buckets buffers cleaning trolleys cloths cobwebbers doodle bag holders drop sheets drying equipment dust pans and brushes dusters extension poles extraction units, wands and hand tools hoses microfibre products mops polishers pressure-washing equipment and attachments scouring pads scrapers scrubbers site communication devices sponges spray bottles squeegees steam cleaners sweepers vacuum cleaners and attachments window cleaning equipment.
Personal protective equipment may include:	ear muffs and plugs gloves, such as non-permeable goggles high-visibility vests and clothing overalls and other protective clothing respirators safety glasses safety shoes splash-proof face masks sun protection tongs ultraviolet protection wet-work clothing.
Chemicals may include:	acid cleaners alkaline cleaners low environmental-impact chemicals neutral cleaners solvent cleaners.
Consumables may include:	air freshener bin liners hand towels soap toilet paper.
Manufacturer specifications may include:	equipment operating manuals instructional guides MSDS other resources supplied by the manufacturer, such as: laminated cards notices wall posters product labels safety instructions pre-printed on equipment.
Communication methods may include:	communication books letters and notices in English and other languages mobile phones noticeboards one-on-one meetings pagers reports telephones voice mail work schedules work team meetings written instructions.
Work restrictions may include:	amount of cleaning anticipated client activity employee level of literacy and communication skills faulty or inappropriate equipment site accessibility site hazards skills of work unit or team staffing resources time limitations.

Unit Sector(s)

Cleaning operations

Custom Content Section

Not applicable.

CPPCMN3001B Participate in environmentally sustainable work practices

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit of competency specifies the outcomes required to participate in environmentally sustainable work practices. The unit requires the ability to identify current resource usage in the workplace and contribute to ensuring compliance with legislative requirements. It also requires the capacity to contribute to improvements in sustainable work practices. It is essential that the organisation's approach to ensuring environmentally sustainable work practices, and the benefits that they bring, are understood. The unit must be applied strictly according to relevant state or territory legislative and industry requirements.

Application of the Unit

Application of the unit	This unit of competency supports individuals working as team members, who operate within the scope of their defined roles and responsibilities.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units	Nil

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify current resource use.	1.1 Workplace's environment and resource efficiency issues are identified. 1.2 Resources used in own work role are identified. 1.3 Current use of resources is measured and documented using appropriate techniques. 1.4 Workplace environmental hazards are identified and reported to appropriate personnel.
2. Comply with environmental regulations.	2.1 Procedures are followed to ensure compliance. 2.2 Breaches or potential breaches are reported to appropriate personnel.
3. Contribute to improvement of resource efficiency.	3.1 Organisational plans to improve environmental practices and resource efficiency are followed. 3.2 Suggestions are made for improvements to workplace practices in own work area.
4. Understand resource efficiency issues and practices.	4.1 Organisation's policies and procedures regarding environment and resource efficiency issues are understood and communicated succinctly. 4.2 Opportunities for improved and sustainable use of resources are identified and communicated as appropriate to customer or workplace supervisor. 4.3 Benefits provided by organisation's approach to sustainable resource use and impact on work being performed are identified and communicated clearly and succinctly.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
interpersonal skills to relate to people from diverse backgrounds language, literacy and numeracy skills for: clarifying work requirements communicating information about benefits and types of sustainability practices clearly and concisely verbally and in writing documenting and reporting resource use following instructions and procedures interpreting workplace information measuring resource use
Required knowledge
basic understanding of sustainability environmental and resource hazards and risks, and inefficiencies associated with own workplace legislation and regulations that apply to environmentally sustainable practices in own workplace relevant environmental and resource efficiency systems and procedures for own work area reporting procedures

Evidence Guide

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	This unit of competency could be assessed by observing at least two instances of following workplace procedures according to instructions and participating in improvement of environmental and resource efficient work practices at own level of responsibility. Evidence must be strictly relevant to the particular workplace role.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: apply improved resource efficiency approaches to own work area and demonstrate outcomes communicate with customers and other stakeholders list environmental hazards and risks, and inefficiencies and opportunities for improvements identified in the workplace measure and report current resource use contribute advice and suggestions for improvements.
Context of and specific resources for assessment	Assessment of essential underpinning knowledge may be conducted in an off-site context. It is to comply with relevant regulatory or Australian standards' requirements. Resource implications for assessment include access to: workplace documentation and personnel relevant legislation, standards and guidelines reports from other parties involved in the process of identifying and implementing improvements.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments This unit could be assessed on its own or in combination with other units relevant to the job function.
Guidance information for assessment	Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed.

Range Statement

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.
Environmental and resource efficiency issues may include:	application of industry codes and standards, including ecoCLEAN measurements made under different conditions minimisation of environmental risks and maximisation of opportunities to improve business environmental performance and to promote more efficient production and consumption of natural resources, for example by: efficient energy use efficient water use minimising use of chemicals minimising waste, through implementation of waste management hierarchy seeking alternative sources of energy.
Appropriate techniques may include:	examination of invoices from suppliers examination of relevant information and data measurements made under different conditions.
Compliance includes:	meeting relevant federal, state and local government laws, by-laws and regulations, including application of energy rating/conservation systems, such as the Green Star environmental rating system.
Organisational plans may include work plans to:	increase efficiency of water use minimise waste.
Suggestions may include ideas that help to:	improve energy efficiency increase use of renewable, recyclable, re-usable and recoverable resources prevent and minimise risks and maximise opportunities, such as use of solar or other alternative forms of energy where appropriate reduce emissions of greenhouse gases reduce use of non-renewable resources.
Benefits of efficient and sustainable use of resources to the customer will depend on the nature of the work being performed and will vary across industry sectors, but may include:	compliance with legislative and industry standards improved environmental outcomes for the customers, or residents of the premises reduced price due to: lower cost for disposal of less toxic chemicals and other materials lower input costs for consumables sense of wellbeing by contributing to improved environmental outcomes.

Unit Sector(s)

Unit sector	Common

Competency field

Competency field

CPPCMN4002B Implement and monitor environmentally sustainable work practices

Modification History

Revised unit

Unit updated and equivalent to CPPCMN4002A Implement and monitor environmentally sustainable work practices

Unit Descriptor

This unit of competency specifies the outcomes required to analyse the workplace effectively in relation to environmentally sustainable work practices, and to then implement improvements and monitor their effectiveness.

Application of the Unit

This unit of competency supports individuals responsible for a specific area of work or who lead a work group or team in a range of property services sectors and organisations. They operate within the scope of their defined roles and responsibilities.

The unit must be applied strictly according to relevant state or territory legislative and industry requirements.

Licensing/Regulatory Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement..

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

1	Investigate current practices in relation to resource use.	1.1	Environmental regulations applying to organisation, work conducted on clients’ sites, and to the community at large, are identified.
1.2	Procedures for assessing compliance with environmental regulations are evaluated.
1.3	Information on environmental and resource efficiency systems and procedures is collected and provided to work group according to organisational policies and procedures.
1.4	Current resource use is measured and documented according to organisational policies and procedures.
1.5	Current purchasing strategies are analysed and documented.
1.6	Current work processes are analysed to access information and data and assist in identifying areas for improvement.

2	Set targets for improvements.	2.1	Input is sought from stakeholders, key personnel and specialists.
2.2	External sources of information and data are accessed as required.
2.3	Alternative solutions to workplace environmental issues are evaluated.
2.4	Efficiency targets are set.

3	Implement performance improvement strategies.	3.1	Techniques and tools are sourced to assist in achieving targets.
3.2	Continuous improvement strategies are applied to own area of responsibility, and ideas and possible solutions are communicated to work group and management.
3.3	Environmental and resource efficiency improvement plans for own work group are integrated into other operational activities and implemented.
3.4	Suggestions and ideas about environment and resource efficiency management are sought from stakeholders and acted upon according to organisational policies and procedures.
3.5	Costing strategies are implemented to fully value environmental assets.

4	Monitor performance	4.1	Outcomes are documented and reports on targets are communicated to key personnel and stakeholders.
4.2	Strategies and benchmark indicators are evaluated.
4.3	New targets are set and new tools and strategies investigated and applied.
4.4	Compliance with relevant legislative standards or codes is monitored and reported in accordance with formal requirements.
4.5	Successful strategies are promoted and, where possible, participants rewarded.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
change management skills to implement improved environmental and resource efficiency plans interpersonal skills to relate to people from diverse backgrounds language, literacy and numeracy skills for: communicating clearly and concisely verbally and in writing comparing benchmarks consulting with work group reading and interpreting documentation, including: environment and energy efficiency requirements resource use requesting information seeking and receiving feedback sourcing, organising and recording information using costing strategies problem-solving skills to analyse problems, devise solutions and reflect on approaches self-management skills to recognise and implement environment and energy efficiency management policies and procedures technology skills, including the ability to operate and shut down equipment
Required knowledge
environment and energy efficiency systems and procedures, including: environment management systems supply chains environment and resource efficiency issues specific to industry practices industry benchmarks, including: best practice approaches quality assurance systems legislation, regulations, codes of practice and industry advisory standards that apply to environmental sustainability strategies for: continuous improvement effecting outcomes maximising opportunities minimising impacts

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	This unit of competency could be assessed by observing at least two instances of implementation and monitoring of integrated environment and resource efficiency management policies and procedures in an organisation.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit. In particular the person should demonstrate the ability to: analyse external benchmarks apply improved approaches to resource use in own work area effect outcomes from environmental and resource efficiency improvement plans explain reasons for the choice of particular benchmarks.
Context of and specific resources for assessment	Assessment of essential underpinning knowledge may be conducted in an off-site context. It is to comply with relevant regulatory or Australian standards’ requirements. Resource implications for assessment include access to: relevant legislation, standards and guidelines workplace documentation and personnel reports from other parties involved in the process of identifying and implementing improvements.
Method of assessment	Assessment methods must: satisfy the endorsed Assessment Guidelines of the Property Services Training Package include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application reinforce the integration of employability skills with workplace tasks and job roles confirm that competency is verified and able to be transferred to other circumstances and environments This unit could be assessed on its own or in combination with other units relevant to the job function.
Guidance information for assessment	Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support. Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed.

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.
Compliance includes:	meeting relevant federal, state or territory, and local government laws, by-laws, regulations and codes of practice.
Purchasing strategies may include:	influencing suppliers to take up environmental sustainability.
Stakeholders, key personnel and specialists may include:	individuals and groups both inside and outside the organisation who have direct interest in organisation’s conduct, actions, products and services, including: customers employees at all levels of organisation key personnel in organisation, and specialists outside it, who may have particular technical expertise suppliers.
Techniques and tools may include:	applying industry policies, standards and protocols, including the ecoCLEAN system examining relevant information and data, such as invoices from suppliers measurements made under varying conditions others appropriate to the specific industry context.
Environmental and resource efficiency improvement plans may include:	addressing environmental and resource sustainability initiatives, action plans, surveys and audits applying waste management hierarchy in the workplace determining organisation’s most appropriate waste treatment, including waste to landfill, recycling, re-use and wastewater treatment initiating and maintaining appropriate organisational procedures for operational energy consumption, including stationary and non-stationary (transport) energy reference to standards, guidelines and approaches, such as: ecological footprinting global reporting initiative Green Star environmental rating system ISO 14001 Environment Management Systems life cycle analyses product stewardship triple bottom line reporting.
Suggestions may include ideas that help to:	eliminate use of hazardous and toxic materials express purchasing power through selection of suppliers with improved environmental performance, such as purchase of renewable energy identify strategies to offset or mitigate environmental impacts, such as purchasing carbon credits make more efficient use of energy maximise opportunities to re-use and recycle materials prevent and minimise risks and maximise opportunities, such as use of solar or other alternative forms of energy where appropriate reduce emissions of greenhouse gases reduce use of non-renewable resources.

Unit Sector(s)

This unit of competency supports individuals responsible for a specific area of work or who lead a work group or team in a range of property services sectors and organisations. They operate within the scope of their defined roles and responsibilities.

The unit must be applied strictly according to relevant state or territory legislative and industry requirements.

Custom Content Section

Not applicable.

CUFWRT301A Write content for a range of media

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to write content for a range of media. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	The person applying the skills and knowledge outlined in this unit could be expected to write both original and re-purposed non-narrative content for a range of media. The content could include such things as information for websites; community, news and promotional announcements for radio stations; organisation newsletters and audio or visual presentations. In larger organisations or in the development of e-learning resources, the person would usually be re-purposing material written by other writers or content experts. This work is usually undertaken with some supervision and guidance. The writing of narrative content is covered in: CUFWRT302A Write simple stories. More complex skills associated with writing can be found in: CUFWRT401A Edit texts CUFWRT403A Write narration and current affairs material.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Prepare to write content	1. Identify production requirements for content with relevant personnel and according to organisational procedures 2. Identify purpose of content and other factors that have implications for the way content will be written 3. Identify text-based content that may be incorporated and referenced, and organise copyright clearances as required 4. Use a range of additional sources to find information where there are perceived gaps in text-based content 5. Identify needs and perspectives of target users and audience with reference to a range of user data 6. Generate a range of ideas relevant to purpose of the content to be written 7. In consultation with relevant personnel, evaluate and select most appropriate content ideas and writing styles
Draft content	8. Classify, structure and sequence content so that it is easy to read or navigate 9. Draft content using writing and communication principles 10. Draft content using writing techniques appropriate to purpose of the content 11. Provide captions or descriptions for media assets as required 12. Apply presentation techniques to enhance readability 13. Refine and redraft content until it meets creative requirements 14. Proofread content and conduct readability tests if appropriate 15. Submit final draft to relevant personnel for consideration and review
Finalise content	16. Incorporate feedback from relevant personnel into final content 17. Submit content by agreed deadline according to organisational procedures 18. Note areas for improvement in own area of responsibility and take action accordingly

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, teamwork and literacy skills sufficient to: interpret and clarify written or verbal instructions write content in a style appropriate to target users and audience communicate information to specific audiences structure text-based content effectively for target audiences and delivery format work collaboratively in a team environment - both independently on assignment and under direction respond positively to constructive feedback conceptual skills sufficient to generate a range of text-based content ideas in response to a brief technical skills sufficient to: proficiently use word processing tools check and proofread written content using manual and automated systems self-management and planning skills sufficient to: prioritise work tasks source information and reference material in a timely fashion meet deadlines seek expert assistance when problems arise
Required knowledge
industry knowledge, including: roles and responsibilities of project team members issues and challenges that arise when writing content understanding the way readers scan and read written material writing and communication principles for the relevant medium writing and presentation techniques for the relevant medium sound knowledge of grammar and punctuation media laws sufficient to identify defamation and obscenity and seek expert advice on issues that could lead to legal action copyright clearance procedures OHS as it relates to working for periods of time on computers

Evidence Guide

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 and evidence required to demonstrate competency in this unit	Evidence of the following is essential: application of the principles of writing and communication to content written for a range of purposes content written in a way that engages the target audience sound knowledge of grammar and punctuation collaborative approach to work ability to work under pressure and meet deadlines.
Context of and specific resources for assessment	Assessment must ensure: practical demonstration of skills by writing a range of content within timeframes typical in an industry context access to: word processing software variety of information sources access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of content written by the candidate in response to a range of briefs written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFPPM301A Plan and prepare programs CUFRES201A Collect and organise content for broadcast or publication CUFWRT302A Write simple stories.

Range Statement

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.
Production requirements may include:	availability of staff budget confidentiality contractual copyright deadlines duration of items for on-air presentation editing process intellectual property location number of content items schedule specified number of words station procedures.
Content may include:	community service announcements copy for interactive media products copy for newsletters or other print media intros, outros and back announcements items for wikis news and current affairs items for community broadcasting on-air presentation material sponsorship announcements surveys: online print telephone polling.
Relevant personnel may include:	asset creators authors broadcasters clients content experts directors editors graphic designers information architects other writers producers program managers programmers volunteers' coordinators other technical/specialist staff.
Purposes may include:	audio and visual presentations educational informational marketing networking: social corporate promotional.
Factors may include:	delivery platform for interactive media content, including: internet CD DVD games console kiosk mobile telephone personal digital assistant (PDA) target audience characteristics type of program or product: lifestyle chat and interview talkback news current affairs music interactive game website.
Text-based content may include:	actual events articles documents dramatic material education and training texts interviews manuals news sources press releases publications.
Sources may include:	actual events colleagues commercial enterprises federal, state and local government departments fiction imagination industry associations and organisations industry practitioners and technical experts internet life experience media outlets organisational policies and procedures personal observations and experience publications: reference books newsletters and magazines specialist technical journals bulletins, press releases and letters manufacturer handbooks, manuals and promotional material.
User data may include:	audience research compiled by external bodies, such as the Australian Bureau of Statistics focus groups personas profiles site feedback site metrics surveys.
Writing styles may include:	conversational dialogue dramatic formal humorous journalistic plain English whimsical.
Writing principles may include:	clear and meaningful concise consistent style correct grammar, punctuation and spelling factually accurate logical order.
Communication principles may include:	communicates the message conveys meaning encourages feedback and interaction meets audience requirements promotes two-way conversation.
Writing techniques may include:	applying the inverted pyramid avoiding clichÃ©s, jargon and slang choosing appropriate words crafting paragraphs crafting sentences creating relevant hyperlinks by using accessible wording to link internal and external content cutting verbiage employing active voice using plain English using the 5 Ws: who, what, when, where and why writing visually for an auditory medium.
Media assets may include:	2D animations 3D animations audio graphics photos video.
Presentation techniques may include:	abstracts blurbs bullet and numbered lists captions formatting headings and subheadings hyperlinks typography.
Readability tests include:	Flesch-Kinnaid index Gunning Fog index W3C Accessibility standards as they apply to text-based content for interactive media.

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - writing

Co-requisite units

Co-requisite units

CUFWRT403A Write narration and current affairs material

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to write narration and material for current affairs programs. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Journalists and production assistants in radio, television and media production companies apply the skills and knowledge described in this unit. Under the direction of an editor or producer, they source and prepare scripts for on-air programs or resources such as corporate videos and e-learning resources. Scripts could be read directly on air by presenters, recorded as voiceover commentaries or repurposed for online news and current affairs services. People are usually working on productions where the target audience and program style have already been defined. Even though a producer or director typically supervises program preparation, journalists and production assistants are expected to work autonomously on assignments. Skills associated with undertaking background research are covered in: CUFRES401A Conduct research.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Clarify writing requirements	1. In consultation with relevant personnel, identify relevant sources for current affairs stories or narration 2. Ensure that scripts can be prepared within production deadlines 3. Identify narrative, auditory and visual elements that may be appropriate for each type of script 4. Identify potential target audience to ensure that scripts meet their expectations 5. Focus on perspective of target audience when deciding on format of script 6. Identify scheduling and program issues that affect writing assignments
Prepare to write scripts	7. Verify and review source material and select information or angles that meet target audience requirements 8. Summarise information to meet production requirements 9. Identify material that could result in a breach of laws and regulations and resolve issues in consultation with relevant personnel 10. Develop a structure for current affairs or narration that creates an auditory and visual narrative for target audiences 11. Ensure that preparation is completed so that production deadlines can be met
Write current affairs and narration	12. Incorporate accepted elements of language to ensure that scripts are easy to present on air or online 13. Apply conventions of writing broadcast and online copy to scripts 14. Write in a way that minimises the need for editing 15. Refine and redraft scripts until they meet creative, technical and production requirements 16. Read scripts aloud to test ease of on-air presentation and mark up copy for presenters as required 17. Submit copy to relevant personnel for consideration and review 18. Document and implement required changes to copy in an efficient manner and within production deadlines
Obtain sign-off on scripts	19. Present final scripts to relevant personnel for validation 20. Discuss and agree upon final changes with relevant personnel 21. Make necessary final adjustments, confirming scripts meet requirements and are ready on time for production

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, literacy and teamwork skills sufficient to: clarify production requirements interpret and summarise information and research findings work as member of a production team, both independently and under direction respond positively to constructive feedback on draft scripts use correct grammar, spelling and punctuation when writing current affairs and narration use information networks check the accuracy of source material and information apply appropriate listening, questioning and non-verbal communication cues organisational and self-management skills sufficient to: prepare written materials within tight timeframes prioritise work tasks seek expert advice as required aural and visual narrative skills to determine imagery appropriate to current affairs or narration learning skills sufficient to improve performance and product through self-reflection and redrafting after feedback
Required knowledge
roles and responsibilities of production team members principles and conventions of writing for broadcast and online news and current affairs research and sourcing techniques media laws sufficient to identify and seek expert advice on issues that could lead to legal action copyright clearance procedures and privacy protection procedures OHS standards as they relate to working for periods of time on computers

Evidence Guide

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 and evidence required to demonstrate competency in this unit	Evidence of the following is essential: current affairs and narration written for broadcast or online that meet target audience and production requirements ability to source and use information relevant to content and purpose of scripts collaborative approach to work ability to write scripts within production deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to production situations that require the preparation of current affairs and narration access to audio and video playback equipment or internet website to enable evaluation of material written by the candidate access to current information about, and persons able to advise on, laws and regulations that apply to broadcasting and online newscasting access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance portfolios of evidence that demonstrate the processes used in obtaining information for scripts evaluation of written material and summarising techniques to determine whether production requirements have been met and appropriate procedures followed written or oral questioning to test sourcing of information and knowledge as listed in the required skills and knowledge section of this unit.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCRT402A Collaborate in a creative process CUFPPM301A Plan and prepare programs CUFPPM401A Produce programs and program segments CUFRES401A Conduct research.

Range Statement

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.
Relevant personnel may include:	broadcasters clients directors performers producers program managers script editors scriptwriters website designers and developers other technical/specialist staff.
Relevant sources may include:	actual events blog sites existing dramatic material internet current affairs sites media releases newspapers online news services television news and current affairs.
Productions may include:	information and education resources or programs available on a range of platforms: CD DVD internet mobile telephones online: internet news service community current affairs site television and radio programs: news current affairs documentary and informational style programs live coverage of events.
Auditory and visual elements may include:	adding script to pictures music sound effects tone of voice using typefaces, colour and graphics in online voices - speaking and choral writing effective captions online writing in pictures.
Target audiences may include:	personnel in corporations or businesses radio listeners of any age or cultural background readers and audiences with specific interests, e.g.: music films theatre sport travel history students teachers and trainers television viewers of any age or cultural background users of internet news services.
Format may include:	copy headlines level of language used to present information mix of content in terms of: story angles emotional appeal of content objective or subjective presentation of information opinions aired by presenters, guests and interviewees music talk personalities narration packaging of information, i.e. in manageable 'chunks' tone of presentation voice reports.
Techniques for summarising information may include:	assessing what is essential and what to leave out clarifying differences between facts, comment and opinion presenting arguments fairly and clearly telling story coherently.
Production requirements may include:	attributions audience budget confidentiality content contractual copyright cultural protocols deadlines direct quotes duration ethical standards intellectual property interviews location organisational policy privacy issues purpose schedule style.
Laws and regulations may include:	broadcasting codes of practice contempt of court copyright defamation obscenity privacy legislation racial vilification.
Elements of language may include:	avoidance of clichÃ©s or jargon characterisation conversational tone grammar plain English punctuation readable style spacing spelling wide and appropriate vocabulary.
Conventions of writing broadcast and online copy may include those for:	auditory and visual media, e.g.: conversational style use first and second person contracted verb forms, e.g. didn't, you've active voice repetition and summary of key message active visual writing short sentences avoid duplication between intro cue and script online media, e.g.: link appropriate typefaces, colour and graphics to online story write for different formats and positions on website use heads and subheads use captions for online stories visual media, e.g.: use script to complement vision and aid storytelling avoid repeating in words what viewers see pace, including silence to allow pictures to tell the story.

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - writing

Co-requisite units

Co-requisite units

CULMS410A Provide research assistance

Modification History

Not applicable.

Unit Descriptor

This unit refers to providing assistance in collecting, analysing and presenting research data and findings.

This unit refers to providing assistance in collecting, analysing and presenting research data and findings

Application of the Unit

Not applicable.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

Not applicable.

Elements and Performance Criteria Pre-Content

Not applicable.

Elements and Performance Criteria

Elements and Performance Criteria
Element	Performance Criteria
1	Confirm aims and desired outcomes of research	1.1	Details of research purpose, aims and desired outcomes are clarified and confirmed with relevant personnel
1.2	Details of scope of research assistance, method, procedures, timeframes and available resources are clarified and confirmed
1.3	Details of roles and responsibilities in reaching expected outcomes of the research assistance are identified and confirmed
2	Collect and analyse information	2.1	Information is sought from appropriate sources in accordance with agreed procedures for research assistance
2.2	Information obtained is appropriate, comprehensive and meets its intended purpose
2.3	Records of the investigations are kept and maintained in accordance with agreed procedures
3	Present findings	3.1	Summaries of the required research information are provided when appropriate
3.2	Research findings are presented to relevant people in appropriate language, style and format
3.3	Supporting information, explanations and arguments are provided as appropriate
3.4	Documentation is prepared according to agreed format and institution's procedures and practices
3.5	Reports and other records are filed according to institution's procedures
3.6	Issues arising from the research which require further action or research are identified and notified to appropriate personnel

Required Skills and Knowledge

Not applicable.

Evidence Guide

Critical aspects of evidence:

Evidence to demonstrate consistent achievement of this unit's outcomes includes:

competence in using computers for data entry and retrieval and producing documents

Concurrent assessment of units:

It is recommended that this unit is assessed in conjunction with the unit titled:

Use information technology

Underpinning knowledge and skills:

Skills and knowledge are required in:

research protocols and procedures

subject matter relating to topic under research

analysing and presenting information

the institution's preferred format and style for documenting research findings

listening, questioning and clarification

reading, understanding and interpreting written documents associated with the tasks

speaking in a friendly and culturally appropriate manner

writing notes, business letters, research reports

using computers for word processing and data entry and retrieval

working collaboratively in a team

time management

Resource implications:

Competency in this unit should be assessed using all the relevant resources commonly provided in a museum, public gallery, contemporary art space, science exploration centre and/or keeping place. Specific tools may include:

relevant policies and procedures manuals

organisation's mission statement

other organisational documentation, eg organisational charts, floor plans and relevant instructions for staff

Method and context of assessment:

Evidence of competence may be obtained through a variety of methods including:

oral or written questions

practical demonstration

third party report addressing performance criteria

portfolio

case study project

Competency in this unit needs to be assessed over a period of time, in a range of contexts and on multiple occasions involving a combination of direct, indirect and supplementary forms of evidence.

Assessment should occur either on the job, off the job or in a combination of on and off the job.

Critical aspects of evidence:

Evidence to demonstrate consistent achievement of this unit's outcomes includes:

competence in using computers for data entry and retrieval and producing documents

Concurrent assessment of units:

It is recommended that this unit is assessed in conjunction with the unit titled:

Use information technology

Underpinning knowledge and skills:

Skills and knowledge are required in:

research protocols and procedures

subject matter relating to topic under research

analysing and presenting information

the institution's preferred format and style for documenting research findings

listening, questioning and clarification

reading, understanding and interpreting written documents associated with the tasks

speaking in a friendly and culturally appropriate manner

writing notes, business letters, research reports

using computers for word processing and data entry and retrieval

working collaboratively in a team

time management

Resource implications:

Competency in this unit should be assessed using all the relevant resources commonly provided in a museum, public gallery, contemporary art space, science exploration centre and/or keeping place. Specific tools may include:

relevant policies and procedures manuals

organisation's mission statement

other organisational documentation, eg organisational charts, floor plans and relevant instructions for staff

Method and context of assessment:

Evidence of competence may be obtained through a variety of methods including:

oral or written questions

practical demonstration

third party report addressing performance criteria

portfolio

case study project

Competency in this unit needs to be assessed over a period of time, in a range of contexts and on multiple occasions involving a combination of direct, indirect and supplementary forms of evidence.

Assessment should occur either on the job, off the job or in a combination of on and off the job.

Range Statement

A person demonstrating this unit of competency will operate within the institution's:

goals, objectives, plans, systems and processes

ethical standards

access and equity principles and practices

cultural diversity principles

communication channels

compliance with legislation, codes and workplace standards

Research assistance may be required for investigation into:

the institution's collection

objects for acquisition or disposal

issues relating to public programs

fields of study associated with the institution

scientific or technical processes such as conservation

Research assistance will generally be provided to other staff in the institution when the purpose and objectives of the research are determined and directed by others.

A person demonstrating this unit of competency will operate within the institution's:

goals, objectives, plans, systems and processes

ethical standards

access and equity principles and practices

cultural diversity principles

communication channels

compliance with legislation, codes and workplace standards

Research assistance may be required for investigation into:

the institution's collection

objects for acquisition or disposal

issues relating to public programs

fields of study associated with the institution

scientific or technical processes such as conservation

Research assistance will generally be provided to other staff in the institution when the purpose and objectives of the research are determined and directed by others.

Unit Sector(s)

Not applicable.

FDFOP2016A Work in a food handling area for non-food handlers

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit of competency covers the skills and knowledge required to conduct work in a food handling area where the work does not involve direct food contact.

Application of the Unit

Application of the unit	Typical applications for this unit include stores/warehousing, cleaning and maintenance workers. This unit is not appropriate for a person who has direct contact with food and/or raw materials or ingredients. Where this is a requirement, refer to relevant core food safety units. This unit is based on and equivalent to the guideline food safety unit GFSWFHAA Carry out work in a food handling area.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

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.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Maintain food safety while working in a food handling area	1.1. Food safety requirements related to work tasks are identified and followed 1.2. Work responsibilities are carried out so that the safety of food is maintained 1.3. Procedures or practices which are not consistent with workplace food safety program are identified and reported
2. Maintain food handling area in clean and orderly state	2.1. Equipment and the food handling area meet the cleaning and sanitation requirements of workplace food safety program 2.2. Work is conducted in accordance with workplace environmental guidelines 2.3. Waste is collected and disposed of according to workplace procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Ability to: access and apply workplace information on food safety policies and procedures relating to own work fit and use appropriate personal protective clothing and equipment as required by work tasks to meet food business requirements maintain personal conduct consistent with workplace requirements check own work area to identify food safety hazards carry out work responsibilities to ensure that food safety is not compromised take necessary precautions when moving between or around the workplace and/or from one task to another to minimise the risk of contamination recognise and report situations or procedures that could compromise food safety according to workplace procedure, including following procedures in own work and related work area to report to the appropriate personnel, in required detail and in a timely manner take corrective or preventative action within level of responsibility report health conditions and illness as required by workplace food safety procedures sort and dispose of waste as required by work responsibility according to workplace procedure maintain housekeeping standards in work area use oral communication skills/language competence to fulfil the job role as specified by the organisation, including questioning, active listening, asking for clarification and seeking advice from supervisor work cooperatively within a culturally diverse workforce
Required knowledge
Knowledge of: food safety requirements related to own work as determined by the workplace sources of advice on food safety issues and responsibilities in the workplace personal hygiene practices and clothing and footwear requirements associated with working in and moving in and between food handling areas and moving between food handling and non food-handling areas suitable standard for materials and equipment used in the food handling area, including materials that are unsuitable for use, such as breakable or dirty equipment/materials methods and procedures to be followed when carrying out work responsibilities in a food handling area to ensure that food safety is not compromised (this will depend on the nature of work responsibilities and food safety requirements as specified by the workplace) the types of contamination that can occur as a result of work activities, and procedures used to prevent these types of contamination from occurring cleaning and sanitation requirements and responsibilities, including cleaning methods appropriate to a food handling environment and those used in the specific food handling area waste collection, recycling and handling procedures housekeeping standards to be maintained in the work area

Evidence Guide

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	Assessment must be carried out in a manner that recognises the cultural and literacy requirements of the assessee and is appropriate to the work performed. Competence in this unit must be achieved in accordance with food safety standards and regulations.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of ability to: identify food handling procedures and food safety issues for work apply food safety procedures when handling food products identify and act on non-conformances ensure cleaning standards are met follow environmental and waste management procedures.
Context of and specific resources for assessment	Assessment must occur in a real or simulated workplace where the assessee has access to: food safety policies and procedures relevant to work function work procedures, including procedures for entering and exiting food handling areas work process and related services/resources work area and related equipment to undertake work function waste collection, treatment, recycling and/or disposal methods monitoring and reporting system.
Method of assessment	This unit should be assessed together with core units and other units of competency relevant to the function or work role.
Guidance information for assessment	To ensure consistency in one's performance, competency should be demonstrated on more than one occasion over a period of time in order to cover a variety of circumstances, cases and responsibilities, and where possible, over a number of assessment activities.

Range Statement

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.
Policies and procedures	Work is carried out in accordance with company policies and procedures, regulatory and licensing requirements, legislative requirements, site licences and industrial awards and agreements
Workplace information	Workplace information may include: standard operating procedures (SOPs) advice on food safety requirements related to work function standard forms written or verbal instructions
Food handling area	Food handling area can refer to any work area where receiving, handling and inspecting, preparing, processing, packaging, storing and/or despatching occur
Examples of contamination that can result from work activities	Examples of contamination that can result from work activities include: chemical contamination which could be caused by lubricants, resins and cleaning and sanitation chemicals physical contamination which could be caused by metal, glass, plastic and cloths
Personal hygiene, clothing and footwear and requirements	Personal hygiene, clothing and footwear and requirements to report health conditions or illness must meet workplace requirements and procedures. At a minimum such procedures must ensure that any person in a food premises does not contaminate food, does not have unnecessary contact with ready-to-eat food and does not spit, smoke or use tobacco or similar in a food handling area. Refer to Food Safety Standard 3.2.2, Clause 17:3 and relevant state and territory regulations/legislation

Unit Sector(s)

Unit sector	Operational

Competency field

Competency field

Co-requisite units

Co-requisite units

FNSACC301 Process financial transactions and extract interim reports

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to prepare and process routine financial documents, prepare journal entries, post journals to ledgers, prepare banking and reconcile financial receipts, and extract a trial balance and interim reports.

It applies to individuals who use specialised knowledge and follow agreed processes to carefully check and process detailed financial information to ensure standards are maintained.

Work functions in the occupational areas where this unit may be used are subject to regulatory requirements. Refer to the FNS Implementation Guide Companion Volume or the relevant regulator for specific guidance on requirements.

Unit Sector

Accounting

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Check and verify supporting documentation	1.1 Identify, check and record information from documents 1.2 Examine supporting documentation to establish accuracy and completeness and to ensure authorisation by appropriate personnel
2. Prepare and process banking and petty cash documents	2.1 Enter accurately and balance deposits and withdrawals according to organisational procedures 2.2 Check cheques and card vouchers for validity before processing 2.3 Reconcile banking documentation with organisation’s financial records 2.4 Check, process and record petty cash claims and vouchers, and balance petty cash book according to organisational procedures
3. Prepare and process invoices for payment to creditors and for debtors	3.1 Prepare invoices in accordance with organisational procedures 3.2 Check invoices against source documents for accuracy and correct any errors 3.3 File all invoices and related documents for auditing purposes
4. Prepare and post journals and batch monetary items	4.1 Prepare journals accurately and completely, and batch items within organisational timelines 4.2 Match batch items precisely to initial receipt records 4.3 Ensure journals are authorised by appropriate person and process in accordance with organisational policy and procedures
5. Post journals to ledger	5.1 Post journals accurately to ledger in accordance with organisational input standards, with transactions correctly allocated to system and accounts
6. Enter data into system	6.1 Enter data accurately into system in accordance with organisational input standards and correctly allocate transactions to system and accounts 6.2 Update related systems to maintain integrity of relationships between financial systems
7. Prepare deposit facility and lodge flows	7.1 Select deposit facility appropriate to banking method to be used 7.2 Balance batch with deposit facility without error 7.3 Take security and safety precautions appropriate to method of banking, in accordance with organisational policy and industry and legislative requirements 7.4 Obtain and file proof of lodgement so that it is easily accessible and traceable
8. Extract trial balance and interim reports	8.1 Process accurately any special transactions 8.2 Complete cash and credit journals and post to general ledger 8.3 Extract and check trial balance and prepare other required reports 8.4 Find and correct any errors

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.1, 2.2, 2.4, 3.2, 4.2, 8.4	Analyses, matches and interprets information, paying attention to detail to identify errors
Writing	1.1, 2.1, 2.4, 5.1, 8.2, 8.3	Records information accurately using correct spelling, grammar and terminology
Oral Communication	4.3	Uses questioning and active listening to convey and clarify information and instructions
Numeracy	1.1, 2.1-2.4, 3.1, 3.2, 4.1, 7.2, 8.1, 8.2	Performs mathematical calculations to check accuracy and completeness and reconcile numerical and financial data
Navigate the world of work	2.1, 2.4, 3.1, 4.3, 5.1, 7.3	Follows legislative requirements, and organisational protocols, policy and procedures relevant to own role
Interact with others	1.2, 4.3	Uses correct communication practices and protocols to gain processing authorisations from relevant personnel
Get the work done	1.1, 2.1-2.4, 3.1-3.3, 4.1-4.3, 5.1, 6.1, 6.2, 7.1-7.4, 8.1-8.4	Plans, organises and implements tasks according to organisational and legislative requirements Responds to predictable routine problems by implementing standard or logical solutions Uses the main features and functions of digital tools to complete work tasks and to access information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
FNSACC301 Process financial transactions and extract interim reports	FNSACC301A Process financial transactions and extract interim reports	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

Assessment Requirements for FNSACC301 Process financial transactions and extract interim reports

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

accurately enter and balance deposits and withdrawals

process and balance petty cash transactions

check and verify supporting documentation

apply relevant security measures for preparing and banking receipts

batch monetary items and prepare deposit facilities

accurately enter data into accounting systems and process journal entries according to organisational policy and procedures and legislative requirements

prepare and authorise journals and check journal processing reports

extract, check and correct a trial balance

file documentation to meet all organisational and regulatory requirements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify a range of accounting conventions, processes and procedures

describe banking procedures and guidelines

outline typical errors that can be made in processing financial transactions

describe forms of ‘proof of lodgement’

describe types of ‘special transactions’

identify and describe the key features of:

industry codes of practice

legislative and regulatory requirements relevant to the work

organisational policy and procedures

explain the security procedures for handling cheques, vouchers and cash

describe the key features of a range of reports.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the accounting field of work and include access to:

common office equipment, technology, software and consumables.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

FSKDIG03 Use digital technology for routine workplace tasks

Modification History

Release	Comments
Release 1	This streamlined version first released with FSK Foundation Skills Training Package version 1.0.

Application

This unit describes the skills and knowledge required to use digital technology to undertake routine workplace tasks.

The unit applies to individuals at Australian Core Skills Framework (ACSF) level 3 who need to undertake a vocational training pathway or workplace tasks.

This unit is designed for integration and contextualisation with vocational units to support achievement of vocational competency.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Digital Technology

Elements and Performance Criteria

Element	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to use digital technology	1.1 Identify routine workplace tasks 1.2 Identify appropriate digital technology for the task 1.3 Interpret routine workplace information and terminology
2. Complete routine workplace task	2.1 Interpret routine information from a range of sources to access and use digital technology 2.2 Follow workplace procedures to perform a task using technology 2.3 Review performance

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	Takes responsibility for organising digital technology for the task
Oral Communication	Discusses tasks with supervisor, manager or mentor

Mapping Information

Not applicable

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=f572fe10-a855-4986-9295-3852c771f178

Assessment Requirements for FSKDIG03 Use digital technology for routine workplace tasks

Modification History

Release	Comments
Release 1	This streamlined version first released with FSK Foundation Skills Training Package version 1.0.

Performance Evidence

Evidence of the ability to:

identify and use digital technology appropriate to the task

complete routine workplace tasks.

Evidence must be collected using tasks typically found in the workplace.

Note: Where a specific volume and/or frequency is not specified, evidence must be provided at least once.

Knowledge Evidence

Evidence of the following knowledge must be demonstrated:

procedures for accessing and using digital technology.

Assessment Conditions

Assessment texts and tasks reflect those typically found in the workplace.

Individuals can access own familiar support resources.

Culturally appropriate processes and techniques suited to the language, literacy and numeracy capacity of individuals and the work being performed must be used.

Reasonable adjustments can be made to ensure equity in assessment for people with disabilities.

Assessors must satisfy NVR/AQTF assessor requirements, have sound knowledge of the ACSF and have demonstrable expertise in the vocational contextualisation and assessment of digital technology.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=f572fe10-a855-4986-9295-3852c771f178

HLTAAP001 Recognise healthy body systems

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

This unit describes the skills and knowledge required to work with basic information about the human body and to recognise and promote ways to maintain healthy functioning of the body.

This unit applies to any worker who needs to use and interpret information that includes references to client anatomy and physiology.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Work with information about the human body	1.1 Correctly use and interpret health terminology that describes the normal structure, function and location of the major body systems 1.2 Correctly use and interpret information that relates to the interrelationships between major components of each body system and other structures
2. Recognise and promote ways to support healthy functioning of the body	2.1 Review factors that contribute to maintenance of a healthy body 2.2 Evaluate how the relationships between different body systems affect and support healthy functioning 2.3 Enhance quality of work activities by using and sharing information about healthy functioning of the body

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAAP001 Recognise healthy body systems

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked effectively with information about the human body and its healthy functioning in at least 3 different situations

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

basic structure and functions of the body systems and associated components, including:

cells, tissues and organs

cardiovascular system

respiratory system

musculo-skeletal system

endocrine system

digestive system

urinary system

reproductive system

integumentary system

lymphatic system

nervous system, including sensory systems – eye and ear

the special senses – smell, taste, vision, equilibrium and hearing

immune system

processes, conditions and resources required by the body to support healthy functioning

body regulation including:

maintenance of body temperature

fluid and electrolyte (including PH) balance

elimination of wastes from the body

maintenance of blood pressure

protection from infection

physical activity – active and passive

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including client health information

modelling of industry operating conditions, including integration of problem solving activities

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAAP002 Confirm physical health status

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

This unit describes the skills and knowledge required to obtain and interpret information about client health status and to check a client’s physical health. It requires a detailed knowledge of anatomy and physiology.

This unit applies to individuals working directly with clients and who assist in the provision of health care services. Some disciplines may be subject to state/territory regulatory determination regarding delegation and supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Obtain information about physical health status	1.1 Obtain accurate information about physical health status through observation, questioning or review of documentation 1.2 Interpret information based on understanding of the structure and functioning of body systems 1.3 Use information to identify any actual or potential problems regarding health status 1.4 Take into account factors that may have impacted on an identified physical condition
2. Check physical health status	2.1 Make checks of client health status prior to delivery of health intervention using knowledge of body systems 2.2 Clarify significance of physical health status in relation to a particular intervention in line with job role and organisation requirements 2.3 Clarify implications and significance of physical health status with appropriate people in the case of uncertainty or limits on own capability or authority
3. Identify variations from normal physical health status	3.1 Identify variations from normal health status using standard methods and protocols 3.2 Identify potential factors responsible for significant variations from normal health status 3.3 Identify potential risk factors associated with variations from normal health status 3.4 Recognise and refer potentially serious issues in line with organisation requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAAP002 Confirm physical health status

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

obtained, correctly interpreted and used anatomical and physiological client information to check the physical health status of at least 3 different people presenting with different conditions

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

role responsibilities and limitations for different members of the care team in relation to checking client health status

concepts underpinning human anatomy and physiology, including:

levels of structural organisation of body systems

human life processes

homeostasis and the relationship between homeostatic imbalance and disease

structure and function of human body systems and their interactions:

cells, tissues and organs

cardiovascular system

respiratory system

musculo-skeletal system

endocrine system

digestive system

urinary system

reproductive system

integumentary system

lymphatic system

nervous system, including sensory systems – eye and ear

the special senses – smell, taste, vision, equilibrium and hearing

immune system

anatomical and medical terminology:

when referring to the human body

when taking measurements in different body systems

common disorders, problems and complaints and their signs and symptoms, associated with each body system and its components relevant to the area of work

basic pharmacology in relation to cautions and contraindications for relevant health procedures

causes of disease – physical, mental and emotional, and key features of each cause:

pathogens

inherited genetic conditions

trauma, toxins and other environmental hazards

nutritional factors

impacts caused by health interventions (iatrogenic)

degenerative changes in vital organ systems

the loss of normal control mechanisms such as the uncontrolled growth of cancer cells

major types of cellular adaptation

processes of metabolism, nutrition, body temperature regulation, biological maturation, inheritance and ageing

Oral health disease of the mouth and teeth including edentulous (no-natural teeth) and dentate (having natural teeth)

variations from normal functioning and appropriate responses in terms of:

referral to an appropriate medical, dental, nursing or allied health professional

provision of appropriate health/dental care services

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including client health information

modelling of industry operating conditions, including:

analysis of health information of real people

integration of problem solving activities

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAAP003 Analyse and respond to client health information

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Removed prerequisite. Significant change to knowledge evidence.

Application

This unit of competency describes the skills and knowledge required to analyse client health information and then to plan appropriate health services within scope of own role. It requires an in-depth knowledge of anatomy and physiology.

This unit applies to individuals who plan and provide services with some level of autonomy. Some disciplines will require a state/territory regulatory determination regarding delegation and supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Assess client health status	1.1 Analyse client health information in relation to planning services and in line with organisation requirements 1.2 Recognise normal readings on the findings of available tests, observations and physical assessments that assist in determining health status 1.3 Identify pathophysiologies, or changing pathologies, through observation, physical assessment and analysis of other available information 1.4 Identify the likely impact of specific interventions
2. Plan action to address identified health status	2.1 Apply detailed understanding of anatomy, physiology and pathophysiology of disease to a problem solving approach to service planning. 2.2 Consider and note implications of any contra-indications in relation to health assessment findings. 2.3 Document action plan in accordance with organisation policies and procedures.

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAAP003 Analyse and respond to client health information

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Removed prerequisite. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

analysed the health information and planned services for least 6 different clients presenting with different conditions

assessed client health status based on:

observations

physical assessments

interpretation of client tests

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

role responsibilities and limitations for different members of the care team in relation to analysing health information and providing services

concepts underpinning human anatomy and physiology, including:

levels of structural organisation of body systems

human life processes

homeostasis and the relationship between homeostatic imbalance and disease

variations and abnormal findings of the structure and function of human body systems and their interactions:

cells, tissues and organs

cardiovascular system

respiratory system

musculo-skeletal system

endocrine system

digestive system

urinary system

reproductive system

integumentary system

lymphatic system

nervous system, including sensory systems – eye and ear

the special senses – smell, taste, vision, equilibrium and hearing

immune system

anatomical and medical terminology:

when referring to the human body

when taking measurements in different body systems

common disorders, problems and complaints associated with each body system and its components relevant to the services being provided

analysis of abnormal findings from diagnostic procedures and physical assessment

pathophysiology of diseases associated with each body system and the impact of disease on each body system and their related structures, especially in relation to potential impact of specific health procedures provided

recognition of the signs and symptoms of common clinical conditions and the (provisional) diagnosis of same

pharmacological processes and drug actions, indications and contraindications

effects of biological maturation and ageing processes on body systems and their components and in relation to specific health procedures provided

the impact of:

common environmental emergencies (diving, altitude, temperature)

overdose and poisoning

surgical insult

trauma (penetrating, blunt)

basic chemistry (molecules and compounds; chemical reaction, energy; acids and bases) and as related to metabolism, respiration, pH (respiratory and renal acidosis/alkalosis)

structure and function of cells, including:

basic understanding of cellular respiration/carbohydrate metabolism

cell/tissue requirements for survival

major types of cellular adaptation

transport systems:

active (primary) and passive (diffusion – simple, facilitated)

forces (hydrostatic and osmotic)

osmosis

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including client health information

modelling of industry operating conditions, including:

analysis of health information of real people

integration of problem solving activities

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTADM001 Administer and coordinate Telehealth services

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This new unit was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Application

This unit describes the skills and knowledge required to administer, support and monitor Telehealth services in a healthcare organisation in collaboration with health professionals and other service providers. The unit covers only additional administration skills that are specific to Telehealth.

It applies to individuals in small to medium sized organisations who play a role in coordinating Telehealth activities in line with policies, procedures and protocols and legal and ethical requirements surrounding clinical risk management and governance.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop and maintain Telehealth networks	1.1 Establish and maintain Telehealth networks using communication skills to develop trust and confidence with diverse people and groups 1.2 Use, update and share Telehealth service provider information with health professionals and other colleagues 1.3 Develop and refine approaches to Telehealth service provision by pro-actively identifying and using opportunities to update and expand own knowledge
2. Maintain compliance with ethical and legal requirements	2.1 Determine risks associated with the sharing of information on Telehealth platforms 2.2 Ensure collection, use and disclosure of patient information is consistent with information privacy principles and fulfilling duty of confidentiality in line with workplace policy 2.3 Recognise and respect patient rights, care and safety in line with organisation policy and duty of care regarding all aspects of the Telehealth service 2.4 Perform all work within the boundaries of responsibility and refer problems to supervisor and/or other appropriate health professional
3. Support Telehealth service provision	3.1 Ensure referral or request is received and reason for referral and/or clinical requirements are clear and are correctly identified 3.2 Contact service providers and organise care according to doctor’s request in line with organisation protocol 3.3 Coordinate information and information flow to meet consultation requirements 3.4 Identify and respond promptly to routine administrative Telehealth service problems 3.5 Pro-actively support colleagues with Telehealth services, share information and provide accurate information in response to queries
4. Complete Telehealth administration	4.1 Manage appointments, recall and reminder systems for Telehealth as per doctor’s instructions 4.2 Complete Telehealth financial administration tasks according to billing systems and specific Telehealth requirements 4.3 Maintain client documentation according to organisational and compliance requirements
5. Contribute to evaluation of Telehealth services	5.1 Measure and benchmark performance using agreed methods and tools 5.2 Monitor and evaluate systems and promote risk reduction strategies in line with legal and ethical standards 5.3 Promote compliance with accreditation requirements related to Telehealth 5.4 Implement and evaluate change in conjunction with colleagues to ensure goals are achieved

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTADM001 Administer and coordinate Telehealth services

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This new unit was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

provided administrative support for at least three Telehealth consultation sessions:

managed client information appropriately

managed the information flow between service providers

completed financial administration tasks

responded appropriately to Telehealth administrative problems

evaluated and reported on the provision of Telehealth services in at least one organisation

identified and used Telehealth networks to inform practice

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

key considerations in the provision of Telehealth services:

clinical

technical

business

client-centred approach

industry Telehealth standards, guidelines and accreditation requirements

legal requirements for the provision of Telehealth services

risk management considerations and approaches for Telehealth

sharing of digital information – who can share what with whom and how

ownership of digital information

confidentiality

consent

role of different individuals in provision of Telehealth services and scope and limitations of own role

Telehealth networks and ways to use them

context for current provision of Telehealth services, including government incentives

key aspects of practice administration systems and how they may be used or adapted to support Telehealth services:

sources of information about MBS items

funding and support mechanisms for different client groups

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

operational administration system capable of supporting provision of Telehealth services

organisation policies and procedures for Telehealth

industry Telehealth standards

modelling of industry operating conditions, including:

interactions with clients and colleagues

integration of typical operational problems to which the candidate responds

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTADM002 Manage Telehealth technology

Modification History

Release	Comments
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Minor changes to formatting to improve readability. Equivalent outcome.
Release 1	This new unit was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Application

This unit describes the skills and knowledge required to select, use and maintain Telehealth technology according to organisation needs. It requires the ability to protect the security of data, particularly in relation to client confidentiality and privacy.

It applies to individuals in small to medium sized organisations who play a role in coordinating Telehealth activities in line with policies, procedures and protocols and legal and ethical requirements surrounding clinical risk management and governance.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine technology requirements	1.1 Seek information on organisation technology requirements based on consultation with appropriate colleagues and client population needs 1.2 Investigate and document options for Telehealth platforms and select hardware and software options that best meet organisation needs 1.3 Make recommendations to relevant colleagues within scope of own job role 1.4 Obtain and evaluate costings for chosen hardware and software options 1.5 Liaise with Telehealth and video consultation vendors to organise purchase and set up in line with scope of own job role, standards and organisation requirements
2. Set up consultation sessions	2.1 Prepare Telehealth video conferencing equipment for consultations according to organisation policy, procedures and protocols 2.2 Verify all equipment meets requirements of organisation guidelines for Telehealth video conferencing 2.3 Ensure the Telehealth consultation environment and facilities are conducive to patient care ensuring confidentiality and privacy 2.4 Support and coach colleagues with use of Telehealth technology
3. Maintain telehealth equipment	3.1 Complete routine maintenance of Telehealth technologies, supporting equipment and facilities according to manufacturer instructions 3.2 Make regular checks to confirm that technologies meet health, safety, industry and task specific legislation and requirements 3.3 Use troubleshooting techniques to resolve minor technology problems 3.4 Identify situations where expert assistance is required and organise technical support 3.5 Provide information about privacy and confidentiality obligations technical support personnel 3.6 Complete accurate maintenance documentation
4. Protect security of Telehealth information system	4.1 Determine information security risks associated with provision of Telehealth services 4.2 Obtain Telehealth access and equity requirements and clearance levels in accordance with organisational requirements 4.3 Test security of information system with daily data back-up, periodic testing and restoration of back-ups 4.4 Ensure accurate records of user account and security access details are provided to Telehealth clients in line with system integrity, privacy and risk management 4.5 Communicate privacy, confidentiality and security obligations to all Telehealth personnel 4.6 Complete data security documentation according to organisation and legal requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Numeracy skills to work with technology costings, numerical features of computer software programs and client data

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTADM002 Manage Telehealth technology

Modification History

Release	Comments
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Minor changes to formatting to improve readability. Equivalent outcome.
Release 1	This new unit was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

managed the selection, set up and maintenance of at least one Telehealth system:

evaluated organisation technology needs through consultation and research

selected and costed options and made appropriate recommendations

organised technology set up

followed procedures to protect security of the information system and client data

completed routine technical maintenance and troubleshooting:

performed and tested back-ups

performed data cleaning

interpreted technical manuals

used techniques to solve minor technical problems

completed the technical set up for at least 3 Telehealth consultation sessions

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

different contexts for Telehealth service provision, and the impacts on services provision and technology requirements:

physical environment limitations

location of technology within the organisation

need for privacy

risk management considerations and approaches for Telehealth

sharing of digital information – who can share what with whom and how

ownership of digital information

confidentiality

consent

features of computer hardware and software:

general differences between different computer platforms and their respective operating systems

requirements to support Telehealth services

features of medical software and operating systems used by the organisationto support Telehealth services, including software copyright responsibilities

key features of industry standards for:

provision of Telehealth services

computer and Information security

encryption of video data

data security procedures:

back ups

data labelling and storage

password policy

system security settings

documentation requirements

routine technology maintenance procedures:

functions and features of diagnostic tools

documentation requirements

legislation and industry standards related to the confidentiality, privacy and security of client information

work health and safety requirements in relation to set up and use of computer systems

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

computerised system (both hardware and software) capable of supporting provision of Telehealth services

a populated database

organisation policies and procedures

Industry Telehealth standards

modelling of industry operating conditions, including:

integration of typical technical problems to which the candidate responds

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTADM003 Facilitate a coordinated approach to client care

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

This unit describes the skills and knowledge required to provide instructions and information to clients, pro-actively follow up clients and liaise with other service providers to support a coordinated care approach.

This unit applies to individuals who assist and work under the delegation of health professionals.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Provide instruction and information to clients	1.1 Adhere to scope of own role in providing medical information according to regulatory requirements 1.2 Read information and check its currency and accuracy prior to provision of information to clients 1.3 Instruct and inform clients as per health professional request, ensuring consistency of message
2. Follow up clients	2.1 Recall clients as per practice protocols and health professional instructions 2.2 Interpret and manage the medical practice reminder system according to procedures 2.3 Monitor ‘did not attend’ clients and follow up appropriately 2.4 Identify critical client appointments and follow up according to protocols if clients fails to attend 2.5 Accurately record communication with, and in regard to, clients
3. Exchange information among providers	3.1 Ensure information exchange, including methods, adheres to legislative requirements and industry standards 3.2 Facilitate participation in programs designed to support information exchange 3.3 Pro-actively identify and follow up missing information
4. Facilitate multi-disciplinary approach to client care	4.1 Gather information about local service providers and health care programs and maintain its currency 4.2 Make service provider and health care program information readily available to colleagues 4.3 Liaise with other service providers and organise required care as per health professional request 4.4 Coordinate case discussions amongst providers, when required 4.5 Complete required paperwork or documentation for referral as per health professional request 4.6 Provide complete and correct information to clients

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTADM003 Facilitate a coordinated approach to client care

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

identified at least 3 different clients for whom follow up is required in the case of appointment non-attendance

provided accurate information or instruction to at least 3 clients with different medical needs.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for information exchange and provision (national, state/territory, local):

duty of care

informed consent

records management

privacy, confidentiality and disclosure

industry standards

work role boundaries – responsibilities and limitations, including limitations around types of information to be provided by non-professionals

types of information provision that may be delegated by health professionals:

provision of educational material – preventative, promotional, self-management

instructions for use of medical equipment or supplies

information about procedures

preparation procedures for diagnostic testing

where to go for certain tests or treatment

key requirements of systems and procedures for effective management of reminder systems

scope and availability of other health services and programs, including:

eligibility

access and referral requirements

costs and funding mechanisms

home and community care (HACC)

Medical Benefits Schedule (MBS)

Pharmaceutical Benefits Scheme (PBS)

typical private health insurance provisions

Department of Veterans Affairs, (DVA)

WorkCover

key features of how they operate

methods to ensure currency of information

ways in which information is exchanged and services are organised between different health providers:

key information

documentation requirements

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable resources including:

online or hard copy provider directories

client information materials

client record keeping systems

modelling of industry operating conditions, including:

interaction with clients

integration of situations requiring problem solving

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTADM004 Manage health billing and accounting system

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

This unit describes the skills and knowledge required to implement and monitor a billing and accounting system in a health practice, with consideration of client accessibility, practice viability and regulatory and legislative requirements.

This unit applies to health practice administrators working in a coordination or management role.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Implement and monitor billing system	1.1 Integrate regulatory and legislative requirements into billing systems 1.2 Evaluate payment options and equipment requirements to optimise ease of payment and client accessibility 1.3 Identify possible payment barriers that may prevent client access to practice services and develop billing strategies to best address barriers 1.4 Identify payment requirements to meet the viability and cash flow needs of the practice 1.5 Identify and respond to the accountability and reporting requirements for supported and special payment schemes 1.6 Evaluate, select and implement systems and procedures that will support the billing and payment system
2. Develop and implement client debt recovery strategy	2.1 Determine debt tolerance of the practice based on evaluation of business information 2.2 Evaluate strategies to reduce likelihood of client debt load given client population 2.3 Select and develop ethical debt recovery strategies 2.4 Monitor debt and adjust debt recovery policy and practices accordingly
3. Manage information and data required to maintain subsidy payments	3.1 Interpret and evaluate the information and data requirements to maintain subsidy payments 3.2 Develop systems to collect data with minimal interruption to practice functions 3.3 Manage information and data requirements to meet quality and timeframe requirements 3.4 Develop necessary reports and data in the prescribed manner

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTADM004 Manage health billing and accounting system

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

managed a billing and accounting system that meets regulatory requirements for a least 1 health practice

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for health practice billing, including:

codes of practice

policy frameworks

privacy, confidentiality and disclosure

records management, including:

reporting (for supported and special payment schemes )

information and data requirements for subsidy payments

types of billing options available to health practices and the requirements to implement these:

bulk billing

direct debit of health insurance components

cash payment

credit card payment

features of products, systems and initiatives that support health billing systems:

software

staff training and support

systems support

client payment issues and considerations for health practices:

barriers to prompt or complete payment

barriers that may prevent access to health services

strategies to reduce likelihood of client debt load

payment options for clients and suppliers

debt recovery systems and practices

cash flow needs of the practice and associated payment requirements to ensure viability of the practice

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

computerised billing system

client records

regulatory requirements

modelling of industry operating conditions

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTADM005 Produce coded clinical data

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

This unit describes the skills and knowledge required to extract the correct clinical data from simple medical records. A simple medical record is defined as a medical record generated by an episode of care involving day stay, day surgery, planned surgery or simple medical problems with an average length of stay.

This unit applies to clinical coders.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify and evaluate clinical data from simple medical records	1.1 Identify the principal diagnosis and principal procedure for an admission when coding from a simple medical record 1.2 Identify additional diagnosis and procedures when coding from a simple medical record with specialties 1.3 Refer any issues concerning clarity and accuracy of the clinical data to the appropriate person 1.4 Evaluate the relevance of other health conditions and factors affecting the patient to establish the principal diagnosis 1.5. Establish the appropriate level of detail of clinical data to meet standards 1.6 Record, enter, edit and maintain a client information system of coded data (disease index) 1.7 Identify the correct clinical data within appropriate timeframes
2. Assign codes to clinical data	2.1 Assign complete and accurate International statistical classification of diseases and related health problems (ICD-10-AM), disease and procedures codes abstracted from simple medical records 2.2 Apply Australian coding standards (ACS) where appropriate, to ensure the correct assignment of codes when coding simple medical records for specialities 2.3 Establish and record the correct sequence and order of codes related to a single episode in accordance with standards 2.4 Record data clearly, accurately and completely 2.5 Enter the coded data accurately into the client system appropriate 2.6 Complete the process of assigning the correct codes from clinical data within appropriate timeframes 2.7 Maintain confidentiality of medical records and client information at all times

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTADM005 Produce coded clinical data

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

used current coding manuals and standards to produce accurate and complete coded clinical data from simple medical records for at least 10 different types of patients , including those with:

differing length of stay

both acute and chronic forms of a disease or condition

different service category types

with disease or condition in different contexts (co-existing with multiple comorbidities and complications)

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

the broad health industry context for clinical coding

coding factors influencing health status

definition of a clinical coder and clinical coding, and the purpose of coded data

current codes of practice and guidelines in relation to clinical coding, including professional ethics

Australian and relevant state/territory clinical coding standards and protocols

the way rules and conventions are applied to clinical data to achieve correct clinical codes

sequencing protocols for clinical coding, including those for principle and additional diagnoses

timescales within which clinical coding must take place

classifications and nomenclature used to achieve accurate clinical coding

clinical data indexing, storage and mapping from clinical terms of classifications

comprehensive knowledge of medical terminology and body systems

coding classifications relating to:

congenital malformations and deformations

endocrine, nutrition and metabolic diseases

injuries and external causes of injuries

neoplasms

infectious diseases

blood disorders

poisoning and external causes of poisoning

symptoms, signs and abnormal clinical findings

coding classifications for diseases of:

circulatory system

digestive and hepatobiliary system

ear and mastoid process

eye and adnexa

nose and mouth

genitourinary system

musculoskeletal system

nervous system

respiratory system

skin and subcutaneous tissue

coding conditions:

relating to drugs, alcohol and mental health

in pregnancy, childbirth and the puerperium

originating in the perinatal period

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

real medical records, either electronic or paper based

ICD-10-AM, Australian classification of health interventions (ACHI) and ACS coding manuals

modelling of industry operating conditions, including:

presence of time constraints for coding activities

integration of situations requiring problem solving

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTADM006 Undertake complex clinical coding

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Removed prerequisite.

Application

This unit describes the skills and knowledge required to undertake coding of moderately complex discharge summaries, medical reports and medical records, including the selection of the primary diagnosis and sequencing of other diagnoses for coding.

This unit applies to clinical coders.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Abstract clinical data from moderately complex medical records	1.1 Interpret and apply the Australian coding standards (ACS) to identify clinical data from moderately complex medical records 1.2 Select appropriate conditions/diseases and procedures for coding from moderately complex medical records 1.3 Identify the principal diagnosis and principal procedure for an admission when coding from moderately complex medical records 1.4 Identify additional diagnoses and procedures 1.5 Establish the correct sequencing of diagnoses and procedures
2. Assign codes relating to moderately complex medical records	2.1 Apply ACS where appropriate, to ensure the correct assignment of codes when coding from moderately complex medical records for a range of specialties 2.2 Assign complete and accurate International statistical classification of diseases and related health problems (ICD-10-AM), disease codes and Australian Classification of Health Interventions (ACHI) procedure codes 2.3 Utilise resources where appropriate to assist in making coding decisions 2.4 Recognise problems relating to privacy and confidentiality of client information 2.5 Maintain confidentiality of medical records and client information at all times 2.6 Complete the process of assigning the correct codes from moderately complex medical records within appropriate timeframes 2.7 Meet work health and safety duty of care requirements
3. Maintain clinical coding records	3.1 Record, enter, edit and maintain a client information system of coded data (disease index) 3.2 Address changes to data collection and coding requirements, according to relevant standards, protocols and legislation 3.3 Make amendments to data collection and coding activities in line with organisation requirements 3.4 Maintain and update own knowledge and skills to ensure that amendments are addressed as required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTADM006 Undertake complex clinical coding

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Removed prerequisite.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

used current coding manuals and standards to produce accurate and complete coded clinical data from moderately complex medical records across all specialities including:

discharge summaries

medical reports

medical records

produced accurate and complete coded clinical data for at least 20 different types patients, including those with:

differing length of stay

both acute and chronic forms of a disease or condition

different service category types

with disease or condition in different contexts (co-existing with multiple comorbidities and complications)

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

the broad health industry context for clinical coding

coding factors influencing health status

definition of a clinical coder and clinical coding, and the purpose of coded data

current codes of practice and guidelines in relation to clinical coding, including professional ethics

Australian and relevant state/territory clinical coding standards and protocols

the way rules and conventions are applied to clinical data to achieve correct clinical codes

sequencing protocols for clinical coding, including those for principle and additional diagnoses

timescales within which clinical coding must take place

classifications and nomenclature used to achieve accurate clinical coding

clinical data indexing, storage and mapping from clinical terms of classifications

comprehensive knowledge of medical terminology and body systems

coding classifications relating to:

congenital malformations and deformations

endocrine, nutrition and metabolic diseases

injuries and external causes of injuries

neoplasms

infectious diseases

blood disorders

poisoning and external causes of poisoning

symptoms, signs and abnormal clinical findings

coding classifications for diseases of:

circulatory system

digestive and hepatobiliary system

ear and mastoid process

eye and adnexa

nose and mouth

genitourinary system

musculoskeletal system

nervous system

respiratory system

skin and subcutaneous tissue

coding conditions:

relating to drugs, alcohol and mental health

in pregnancy, childbirth and the puerperium

originating in the perinatal period

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

real medical records either electronic or paper based

medical records from all clinical specialities

ICD-10-AM, Australian classification of health interventions (ACHI) and ACS coding manuals

modelling of industry operating conditions, including:

presence of time constraints for coding activities

integration of situations requiring problem solving

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTADM007 Complete highly complex clinical coding

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Removed prerequisite.

Application

This unit describes the skills and knowledge required to complete coding of highly complex medical records with an advanced understanding of coding conventions, standards and practices in an extensive casemix.

This unit applies to clinical coders who take responsibility for their own outputs, as well as mentoring other clinical coders as required.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Abstract clinical data from highly complex medical records	1.1 Abstract appropriate conditions/diseases and procedures from highly complex medical records from a range of specialties 1.2 Interpret and apply the Australian coding standards (ACS) to ensure correct assignment of codes from a varied and highly complex casemix 1.3 Identify the principal diagnosis and principal procedure for an admission when coding a varied and highly complex casemix 1.4 Identify additional diagnoses and procedures when coding a varied and highly complex casemix
2. Assign codes relating to highly complex medical records	2.1 Perform clinical coding on a broad casemix, utilising knowledge of medical science and applying International statistical classification of diseases and related health problems (ICD-10-AM), Australian classification of health interventions (ACHI) and ACS new edition changes 2.2 Apply ACS where appropriate, to ensure the correct assignment of codes when coding from highly complex medical records for a range of specialties 2.3 Assign complete and accurate ICD-10-AM disease and ACHI procedure codes abstracted from a varied and highly complex casemix 2.4 Utilise appropriate resources to make informed coding decisions relating to highly complex medical records 2.5 Ensure coding reflects the correct sequencing of diagnoses and procedures 2.6 Identify coding issues and determine appropriate solutions 2.7 Complete the process of assigning the correct codes from highly complex medical records within appropriate timeframes 2.8 Maintain confidentiality of medical records and client information at all times 2.9 Meet occupational health and safety duty of care requirements
3. Provide clinical coding expertise in the workplace	3.1 Add value to discussions regarding clinical coding within the coding unit 3.2 Provide mentoring support for entry level clinical coders 3.3 Supervise an entry level clinical coder and select appropriate medical records for them 3.4 Follow up with clinicians regarding ambiguities in documentation, where required 3.5 Conduct research using appropriate materials/ resources and or clinical input to generate solutions to address clinical coding issues
4. Maintain currency of data collection and coding	4.1 Record, enter, edit and maintain a client information system of coded data (disease index) 4.2 Secure and interpret changes to data collection and coding requirements, according to relevant standards, protocols and legislation 4.3 Identify necessary amendments to data collection and coding activities 4.4 Provide necessary information and training to ensure that amendments are implemented with maximum ease 4.5 Ensure computer software is updated to meet any adjustment needs 4.6 Monitor the implementation of amendments

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTADM007 Complete highly complex clinical coding

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Removed prerequisite.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

used current coding manuals and standards to produce accurate and complete coded clinical data from a varied and highly complex casemix for at least 10 patients:

identified coding issues and conducted research using appropriate materials/resources and or clinical input to generate solutions

identified sequencing requirements

identified, interpreted and applied necessary amendments to data collection and coding activities

used appropriate resources to assist with highly complex clinical coding requirements

used manual or an interfaced computerised coding system to submit data or disease index

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

the broad health industry context for clinical coding

coding factors influencing health status

definition of a clinical coder and clinical coding, and the purpose of coded data

current codes of practice and guidelines in relation to clinical coding, including professional ethics

Australian and relevant state/territory clinical coding standards and protocols

the way rules and conventions are applied to clinical data to achieve correct clinical codes

sequencing protocols for principal and additional diagnoses

timescales within which clinical coding must take place

classifications and nomenclature used to achieve accurate clinical coding

clinical data indexing, storage and mapping from clinical terms of classifications

comprehensive knowledge of medical terminology and body systems

sources of information relating to changes to clinical coding requirements

resources used to solve clinical coding problems

coding classifications relating to:

congenital malformations and deformations

endocrine, nutrition and metabolic diseases

injuries and external causes of injuries

neoplasms

infectious diseases

blood disorders

poisoning and external causes of poisoning

symptoms, signs and abnormal clinical findings

coding relating to:

circulatory system

dermatology and plastic surgery

drugs, alcohol and mental health

ear, nose, throat and dental

endocrine system

gastrointestinal and hepatobiliary systems

genitourinary system

haemotology

immunology and infectious diseases

neonatology and paediatrics

neurology and neurosurgery

oncology

ophthalmology

orthopaedics

poisoning, adverse reactions, post-procedural complications and sequelae of injuries, poisoning and other external causes

pregnancy and childbirth and the puerperium

respiratory system

trauma

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

medical records reflecting a varied and highly complex casemix from range of specialties

ICD-10-AM, ACHI and ACS coding manual

modelling of industry operating conditions, including:

presence of time constraints for coding activities

integration of situations requiring problem solving

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA001 Assist with an allied health program

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to provide basic assistance to an allied health professional.

This unit applies to allied health assistants working in a health or community context. Depending on the setting, work may include following treatment plans for therapeutic interventions and/or conducting programs under the regular (direct, indirect or remote) supervision of an allied health professional.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Provide relevant information to clients	1.1 Adhere to confidentiality policies at all times 1.2 Provide basic accurate information to clients regarding allied health services
2. Prepare for therapy session	2.1 Confirm and discuss therapy and treatment plans and programs with supervising allied health professional 2.2 Obtain information from relevant sources according to organisation policies and supervising allied health professional 2.3 Check resources and equipment required for therapy program to ensure suitability and working order 2.4 Recognise and minimise environmental hazards in accordance with organisation requirements 2.5 Prepare the client for therapy under direction of supervising allied health professional
3. Provide assistance with therapy session	3.1 Assist with therapy tasks according to instructions of allied health professional 3.2 Maintain general therapy precautions 3.3 Seek clarification and feedback 3.4 Take appropriate actions to ensure comfort, safety and privacy of the client 3.5 Reinforce, clarify and explain therapy goals to clients under supervision of allied health professional 3.6 Support and coach clients to achieve identified therapy goals under supervision of allied health professional 3.7 Deal with accidents and incidents appropriately and report to the supervising allied health professional
4. Use therapy equipment correctly and safely	4.1 Use equipment according to manufacturer and instructions set by supervising allied health professional 4.2 Follow work health and safety (WHS) guidelines for particular pieces of equipment
5. Feedback appropriate therapy information to supervising allied health professional	5.1 Pass on significant information to appropriate supervising allied health professional 5.2 Document information according to organisation policy and procedures
6. Assist in the design and construction of simple therapy materials and equipment	6.1 Assist the allied health professional to identify gaps in therapy material resources and develop solutions 6.2 Update therapy materials on a regular basis as instructed 6.3 Construct aids and adaptations in accordance with allied health professional’s instructions
7. Complete required administrative duties	7.1 Maintain statistics in accordance with organisation policies and procedures 7.2 Maintain stock levels in accordance with organisation policies and procedures 7.3 Book in clients for appointments in accordance with organisation policies and procedures
8. Work with a primary health care approach	8.1 Support and facilitate the involvement of the client and the community in the planning and provision of services according to instruction of supervising allied health professional 8.2 Promote good health and a preventive approach to maintaining health as part of own work role 8.3 Demonstrate recognition of and support for the importance of access and equity in provision of health services in line with own work role 8.4 Reflect evidence based practice in own provision of health care services

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA001 Assist with an allied health program

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

assisted with 3 allied health programs, 1 in a simulated environment and 2 in the workplace

performed the activities outlined in the performance criteria of this unit during a period of at least 80 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

client individualised plans, goals and limitations of therapy

roles, responsibilities and limitations of self and other allied health team members including nursing, medical and other personnel

therapy tasks and programs associated with particular client population

how to assess client readiness for therapy and whether there are changes that might affect the appropriateness of the prescribed therapy

allied health resources available for client population

appropriate use of allied health equipment and resources

organisation policy and procedures in relation to:

infection control

work health and safety:

manual handling, including identification and control of manual task risk factors

other specific organisation procedures, including supervisory and reporting protocols

differences between occupational therapy, physiotherapy and speech pathology and related therapy techniques

basic human behaviour and social and interpersonal behaviour

concepts of holistic health as wellbeing, rather than focusing on disease or its absence

determinants of health, including:

housing

education

nutrition

communication

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in a therapeutic workplace under the direction and supervision (direct, indirect, remote) as determined by the allied health professional.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

individualised plans and any relevant equipment outlined in the plan

relevant organisation policies and procedures

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA002 Assist with the application and removal of casts

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added.

Application

This unit describes the skills and knowledge required to assist in the preparation, application and removal of casting.

This unit applies to allied health assistants and should be performed under the direction and supervision (direct, indirect or remote) of an allied health professional.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to apply cast	1.1 Confirm requirements for applying casting with relevant personnel 1.2 Assemble equipment for applying cast and check to ensure it is in working order 1.3 Explain procedures to client and answer any questions 1.4 Take appropriate action to ensure client comfort and safety 1.5 Follow infection control guidelines throughout the procedure
2. Apply and remove cast	2.1 Assist with the application and removal of cast according to instructions and organisation policies and procedures 2.2 Use safe work practices, and personal protective equipment (PPE) when required, to apply or remove cast 2.3 Seek clarification/feedback from supervisor 2.4 Take appropriate action to ensure client comfort and safety is maintained
3. Undertake post-application procedures	3.1 Provide advice and information to client regarding care of cast 3.2 Clean client according to organisation policies and procedures 3.3 Arrange appropriate support for client at completion of procedures
4. Comply with supervisory requirements	4.1 Identify and manage client adherence issues, including subjective and objective reporting of client response to the program, and report to the allied health professional in a timely manner 4.2 Report any client misunderstanding or confusion to the allied health professional in a timely manner 4.3 Seek assistance when client presents with needs or signs outside limits of own authority, skills and/or knowledge 4.4 Report client difficulties to the supervising allied health professional 4.5 Participate in supervision processes with the treating allied health professional in accordance with organisation protocol
5. Clean and store equipment relevant to role and therapy program	5.1 Clean equipment and work surfaces according to manufacturer’s recommendations, infection control requirements and organisation protocols as directed by the allied health professional 5.2 Store equipment according to manufacturer’s recommendations and the organisation’s protocols 5.3 Check and maintain equipment according to organisation protocols and allied health professionals guidelines 5.4 Label or tag equipment faults, where possible remove from use if unsafe or not working and inform staff in line with organisation procedures 5.5 Dispose of waste according to relevant guidelines
6. Report and document information	6.1 Provide feedback on client progress to the treating allied health professional 6.2 Report client difficulties and concerns to the treating allied health professional in a timely manner 6.3 Document client information according to the organisation’s protocols 6.4 Use appropriate terminology to document client response, outcomes and any identified problems

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA002 Assist with the application and removal of casts

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

assisted with the application and removal of casts safely and according to organisation and infection control policies and procedures on 3 different clients, 1 in a simulated environment and 2 in the workplace

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes relevant knowledge of:

basic anatomy and physiology of the musculoskeletal, neurological and cardiorespiratory systems relevant to physiotherapy practice

organisation policy and procedures in relation to:

infection control

work health and safety:

manual handling, including identification and control of manual task risk factors

other specific organisation policies or procedures

interpreting documentation relevant to application of plaster

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in a therapeutic workplace under the direction and supervision (direct, indirect, remote) as determined by the allied health professional.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including casting and other relevant equipment

modelling of industry operating conditions and contingencies, including provision of services to real people

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015 /AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA003 Deliver and monitor a client-specific physiotherapy program

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTAH401/HLTAH402C. Significant changes to elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Removal of pre-requisite. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to deliver and monitor a therapeutic program that has been developed by a physiotherapist to address the requirements of individual clients.

This unit applies to allied health assistants and should be performed under the direction and supervision (direct, indirect or remote) of an allied health professional.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for delivery of a client-specific physiotherapy program	1.1 Obtain information from the physiotherapist about the client-specific program 1.2 Determine client availability according to organisation protocols 1.3 Gather the equipment to deliver the client-specific program, in line with client needs and specifications of the physiotherapist
2. Deliver physiotherapy program based on treatment plan	2.1 Confirm client’s understanding of program based on treatment plan prepared by the physiotherapist 2.2 Obtain consent from the client before commencing the program 2.3 Follow the instructions of the physiotherapist when assisting with the positioning of client and equipment where treatment involves machines 2.4 Guide the client to complete the program as directed by physiotherapist 2.5 Recognise when client becomes distressed, in pain or communicates their desire to slow down, and change activity or stop and follow stepping down procedures outlined in treatment plan or notify physiotherapist 2.6 Provide feedback to the client to reinforce client understanding and correct application of the program 2.7 Work with client to plan any follow up sessions and dates
3. Assist with programs for clients with varying abilities to participate	3.1 Monitor 24-hour posture management and identify any adjustment requirements according to directives form the physiotherapist 3.2 Assist physiotherapist to complete active and passive movement requirements 3.3 Monitor respiratory care requirements and conduct necessary action within the prescribed treatment plan and scope of role and responsibilities as defined by the organisation 3.4 Monitor limb oedema management, conduct necessary actions within prescribed treatment plan and scope of role and responsibilities as defined by the organisation, and report any recommendations to the physiotherapist in a timely manner 3.5 Correctly position client according to client’s condition, modesty and treatment or program activities and according to the directive of the physiotherapist 3.6 Talk to client about treatment or program activities and where possible seek feedback about comfort and understanding during the session 3.7 Create a treatment or program environment that encourages clients to ask questions about progress and activities 3.8 Take appropriate and prompt action in response to any indicators of adverse reaction to the program or treatment and report to physiotherapist
4. Comply with supervisory requirements	4.1 Provide client progress feedback to the treating physiotherapist 4.2 Report client difficulties and concerns to the treating physiotherapist before proceeding with treatment 4.3 Implement variations to the program according to the advice of the physiotherapist 4.4 Identify and manage client adherence issues, including subjective and objective reporting of client response to the program, and report to the physiotherapist in a timely manner 4.5 Report any client misunderstanding or confusion to the physiotherapist in a timely manner 4.6 Identify and note any difficulties the client experiences with the program, including biomechanical and musculo-skeletal issues, and report to physiotherapist in a timely manner 4.7 Seek assistance when client presents with needs or signs outside limits of own authority, skills and/or knowledge
5. Clean and store equipment	5.1 Clean equipment according to manufacturer’s recommendations, infection control requirements and organisation protocols 5.2 Store equipment according to manufacturer’s requirements and organisation protocols 5.3 Check and maintain equipment according to organisation protocols 5.4 Report equipment faults to appropriate person 5.5 Label or tag equipment faults, where possible remove from use if unsafe or not working and inform staff in line with organisation procedures
6. Document client information	6.1 Use accepted protocols to document information relating to the program in line with organisation requirements 6.2 Use appropriate terminology to document client response, outcomes and identified problems related to the therapeutic program 6.3 Sign and designate role when completing medical records according to organisation policy and procedure

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA003 Deliver and monitor a client-specific physiotherapy program

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTAH401/HLTAH402C. Significant changes to elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Removal of pre-requisite. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

assisted in the delivery of therapeutic practices for physiotherapy programs for at least 3 clients receiving different treatments, 1 in a simulated environment and 2 in the workplace

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

principles of biomechanics, including:

mass

force

speed

acceleration

work

energy

power

strength

momentum

force arm

resistance arm

axis of rotation

cam

pulley

basic musculo-skeletal anatomy, including:

joint types and function

major bones

major muscles

major joints

anatomical terminology, including:

flexion

extension

rotation

abduction

adduction

circumduction

inversion

eversion

pronation

supination

horizontal flexion

horizontal extension

therapeutic exercise principles

basic anatomy and physiology of the skin and the principles of pressure area care

principles of 24-hour posture management

record keeping practices and procedures in relation to diagnostic and therapeutic programs/treatments

equipment and materials used in different programs and treatments

monitoring requirements for different programs and treatments

basic reaction to pain within the body

signs of adverse reaction to different programs and treatment

concepts and procedures for stepping down treatment or intervention when client becomes distressed, in pain or wishes to stop

individualised plans, goals and limitations of therapy

organisation policy and procedures in relation to:

infection control as it relates to the allied health assistant’s role in implementing physiotherapy

work health and safety:

manual handling including identification and control of manual task risk factors

other specific organisation policies or procedures, including supervisory and reporting protocols

medical terminology required to work effectively

roles, responsibilities and limitations of self and other allied health team members and nursing, medical and other personnel

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in a therapeutic workplace under the direction and supervision (direct, indirect, remote) as determined by a physiotherapist.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including individualised plan and equipment outlined in the plan

modelling of industry operating conditions and contingencies, including provision of services to real people

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015 /AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA004 Support client independence and community participation

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTCR402C/HLTCR403C. Significant changes to elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to work with clients in their home and community to facilitate rehabilitation goals through supporting independence in daily living and optimising community access and participation in the context of a rehabilitation plan.

This unit applies to workers in the community and should be performed under the direction and supervision (direct, indirect or remote) of a health professional.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Clarify the relevance of independence and community participation to rehabilitation goals	1.1 Clarify rehabilitation plan details with the supervising health professional 1.2 Work with the supervising health professional to identify client access support requirements and daily living activities that need to be addressed as part of the rehabilitation plan 1.3 Work with the supervising health professional to identify the function of community rehabilitation in supporting client access and daily living activities that could enhance progress against rehabilitation goals 1.4 Participate in rehabilitation planning, involving the supervising health professional and client, to provide adequate and appropriate resources to promote independence 1.5 Clarify with the supervising health professional concerns about client safety in relation to community access and daily living activities
2. Promote client independence and community participation	2.1 Identify all support and/or services provided to the client in conjunction with the health team 2.2 Assist client to determine strategies which supports progression towards identified rehabilitation goals 2.3 Promote benefits of daily living activities and community participation in the terms of the client’s rehabilitation goals 2.4 Discuss with supervising health professional opportunities for daily living activities and community participation that will support rehabilitation goals, including those that maybe outside the rehabilitation plan 2.5 Work with the client and other community workers and services to identify and overcome concerns through provision of coordinated and consistent supports to the client
3. Assist with client independence and community participation	3.1 Recognise client concerns about participating in daily living activities and community access 3.2 Work with the client to develop strategies to overcome client concerns, under the supervision of the health professional 3.3 Identify any aides, appliances, modifications or other services and/or supports that might be required to facilitate client and discuss with supervising health professional 3.4 Provide information and support to facilitate interest and desire to use any aides, appliances and modifications in a safe and effective way
4. Monitor impact of increased client independence and community participation on rehabilitation goals	4.1 Monitor outcomes that indicate involvement in daily living activity and community participation is supporting the rehabilitation goals 4.2 Identify any negative impacts and report to supervising health professional 4.3 Recognise medical issues and risk factors related to activities of daily living 4.4 Recognise wellness and medical issues prior to providing support 4.5 Apply strategies to involve the client in the monitoring and evaluation process 4.6 Provide client with regular feedback of progress 4.7 Work with the client to self monitor progress
5. Document client information	5.1 Use accepted protocols to document information relating to the rehabilitation program in line with organisation requirements 5.2 Provide regular feedback to the client’s care team, including positive impact on the client 5.3 Use appropriate terminology and format to document the client’s progress, including any barriers or challenges to the rehabilitation plan

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA004 Support client independence and community participation

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTCR402C/HLTCR403C. Significant changes to elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

facilitated 3 different clients, 1 in a simulated environment and 2 in the workplace, to access and participate in the community within the context of rehabilitation plans

assisted with facilitation of 3 different clients, 1 in a simulated environment and 2 in the workplace, involvement and participation in daily living activities within the context of rehabilitation plans

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

cross cultural issues in a community rehabilitation context

community care service providers

work health and safety (WHS) issues and requirements, risk assessment and risk management associated with working in client homes and the community

philosophy and values of community rehabilitation

psychological impact of illness and/or injury, especially in relation to client participation in daily living activities and routines

range of aides, appliances, modifications and services that could promote client participation in daily living activities and facilitate community access

relevant national and/or state-based community services and programs and local community care service providers

importance of community access and participation to client well being

motivational strategies to promote client interest in accessing and participating in the community

the importance and meaning of home and belongings to clients and the nature and significance of working in the client’s home and community settings

principles and practices of self management

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in the workplace under the direction and supervision (direct, indirect, remote) as determined by the health professional.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including rehabilitation plans and any relevant equipment outlined in the plan

modelling of industry operating conditions and contingencies, including provision of services to real people

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA005 Support the delivery and monitoring of physiotherapy programs for mobility

Modification History

Release	Comments
Release 2	This version was released in HLT Health Training Package release 3.0. Changes to the performance criteria 5.1 and 5.2. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Removal of pre-requisite.

Application

This unit describes the skills and knowledge required to support individuals or a group of individuals participating in group physiotherapy programs designed to restore optimum movement and functional independence.

This unit applies to allied health assistants and should be performed under the direction and supervision (direct, indirect or remote) of an allied health professional.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for mobility and movement program	1.1 Interpret program requirements and confirm against the prescribed information provided by the physiotherapist 1.2 Determine the client’s availability, according to the organisation’s protocols 1.3 Gather necessary equipment for the mobility and movement program 1.4 Prepare the setting for the mobility and movement program 1.5 Obtain consent from the client before commencing the mobility and movement program
2. Conduct mobility and movement programs to restore optimum movement	2.1 Assist with exercise program according to the instruction of treating physiotherapist 2.2 Confirm client’s understanding of exercise program based on treatment plan prepared by the physiotherapist 2.3 Guide the client to complete the program according to prescribed treatment plan 2.4 Provide the client with sufficient time, opportunity and encouragement to practice existing and newly developed skills 2.5 Encourage the client to take advantage of planned and unplanned opportunities to integrate skills developed within the program into normal daily activities 2.6 Provide feedback to the client to reinforce understanding and the correct application of the exercise program 2.7 Monitor the client during and after the program according to the prescribed treatment plan 2.8 Identify the need for modifications to the exercise program and report to the treating physiotherapist 2.9 Recognise when client becomes distressed, in pain or communicates their desire to slow down, change activity or stop and follow stepping down procedures outlined in treatment plan or organisation guidelines and report to the treating physiotherapist 2.10 Take appropriate and prompt action in response to any indicators of adverse reaction to the program or treatment according to relevant protocols and guidelines and report to the treating physiotherapist
3. Comply with supervisory requirements	3.1 Provide client progress feedback to the treating physiotherapist 3.2 Identify and manage client adherence issues, including subjective and objective reporting of client response to the program, and report to the physiotherapist in a timely manner 3.3 Report client difficulties and concerns to the treating physiotherapist in a timely manner 3.4 Implement variations to the exercise program according to the advice of the treating physiotherapist
4. Clean and store equipment	4.1 Clean equipment according to manufacturer’s recommendations, infection control requirements and organisation protocols 4.2 Store equipment according to manufacturer’s recommendations and the organisation’s protocols 4.3 Report equipment faults to the appropriate person(s) 4.4 Label or tag equipment faults, where possible remove from use if unsafe or not working and inform staff in line with organisation procedures
5. Report and document information	5.1 Document information about the program according to the organisation’s protocols and reporting requirement 5.2 Use appropriate terminology to document client response, outcomes and identified problems related to the program

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA005 Support the delivery and monitoring of physiotherapy programs for mobility

Modification History

Release	Comments
Release 2	This version was released in HLT Health Training Package release 3.0. Changes to the performance criteria 5.1 and 5.2. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Removal of pre-requisite.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked with 3 clients with specific mobility requirements, 1 in a simulated environment and 2 in the workplace

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

the physiological effects and benefits of active functional exercise

principles of biomechanics, including:

mass

force

speed

acceleration

work

energy

power

strength

momentum

force arm

resistance arm

axis of rotation

cam

pulley

basic musculoskeletal anatomy, including:

joint types and function

major bones

major muscles

major joints

basic anatomy and physiology

anatomical terminology, including:

flexion

extension

rotation

abduction

adduction

circumduction

inversion

eversion

pronation

supination

horizontal flexion

horizontal extension

therapeutic exercise principles

principles of exercise program design, including:

FITT formula – frequency, intensity, time, type

program phases – preparation, conditioning, recovery, adaptation

program types – sets and repetitions, circuit, single set to failure, matrix

concepts and procedures for stepping down treatment or intervention when client becomes distressed, in pain or wishes to stop

weight bearing and post fracture implications

conditions affecting mobility

risks for decreased mobility

the psychological effects of disability due to injury or disease and strategies used to cope with this

the signs of adverse reaction to different programs and treatment

Australian Physiotherapy Association (APA) guidelines

legal and ethical considerations relevant to allied health, including:

privacy, confidentiality and disclosure

duty of care

work role boundaries – responsibilities and limitations of own role and other allied health team members and nursing, medical and other personnel

work health and safety (WHS):

especially how it relates to implementing physiotherapy mobility and movement programs

manual handling including identification and control of manual task risk factors

organisation policy and procedures in relation to:

infection control as it relates to the allied health assistant’s role in implementing physiotherapy mobility and movement programs

other specific organisation policies or procedures, including supervisory and reporting protocols

factors that facilitate an effective and collaborative working relationship

record keeping practices and procedures in relation to diagnostic and therapeutic programs/treatments

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in a therapeutic workplace under the direction and supervision (direct, indirect, remote) as determined by the physiotherapist and/or occupational therapist.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including individualised plans and any relevant equipment outlined in the plan

modelling of industry operating conditions and contingencies, including provision of services to real people

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA006 Assist with basic foot hygiene

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Removal of pre-requisite. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to assist with basic foot hygiene under the direction of a podiatrist, including skin and nail care and applying dressings, padding and cushioning.

This unit applies to allied health assistants and should be performed under the direction and supervision (direct, indirect or remote) of an allied health professional.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for basic foot hygiene	1.1 Interpret and respond to client podiatry care plan and occasion of care requirements as prescribed by supervising podiatrist 1.2 Determine client availability according to organisation protocols 1.3 Gather necessary equipment 1.4 Undertake steps to meet infection control requirements 1.5 Prepare for basic foot hygiene to comply with legislation, regulatory and organisation/practice requirements
2. Perform basic foot hygiene	2.1 Explain to the client the purpose, rationale and requirements of the foot hygiene session 2.2 Determine the client’s understanding of the purpose, rationale and requirements of each part of the foot hygiene session 2.3 Identify any condition indicating the client is at high risk that requires podiatrist attention 2.4 Assist client in and out of any shoes, socks and/or hosiery 2.5 Position the client prior to foot hygiene session to reduce risk to provider and client 2.6 Implement necessary infection control measures 2.7 Perform basic foot hygiene according to the directions of the podiatrist and using appropriate infection control precautions, especially in relation to air borne particles 2.8 Apply appropriate dressings to any skin breaks which might result from treatment 2.9 Provide feedback that reinforces the podiatrist’s advice 2.10 Identify and manage client compliance issues 2.11 Work with client to determine and plan any follow up requirements and dates 2.12 Seek assistance when client presents with needs or signs outside limits of own authority 2.13 Report client difficulties to the supervising podiatrist
3. Apply padding and cushioning as prescribed by the supervising podiatrist	3.1 Explain to the client the purpose and rationale of the dressing, padding or cushioning 3.2 Determine the client’s understanding of the purpose and rationale of the dressing, padding or cushioning 3.3 Correctly position the client 3.4 Implement necessary infection control measures, including disposal of used padding and cushioning according to infection control protocols 3.5 Apply padding and cushioning according to directions of podiatrist 3.6 Provide feedback that reinforces the podiatrist’s advice 3.7 Identify and manage client compliance issues 3.8 Work with client to determine and plan any follow up requirements and dates 3.9 Seek assistance when client presents with needs or signs outside limits of own authority 3.10 Report client difficulties to the supervising podiatrist
4. Comply with supervisory requirements	4.1 Provide podiatry assistance according to the instruction of treating podiatrist 4.2 Provide client progress feedback to the treating podiatrist 4.3 Report client difficulties and concerns to the treating podiatrist 4.4 Implement variations to the podiatry care according to the advice of the treating podiatrist
5. Clean and store equipment	5.1 Collect, handle, manage and dispose of biological waste material according to organisation guidelines and infection control requirements 5.2 Prepare equipment for sterilisation according to manufacturer and organisation requirements 5.3 Store equipment according to manufacturers requirements and organisation protocols 5.4 Report equipment faults to appropriate person
6. Document client information	6.1 Document occasion of basic foot hygiene according to organisation requirements 6.2 Document referral to supervising podiatrist 6.3 Use appropriate terminology to document symptomatic expression of identified problems

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA006 Assist with basic foot hygiene

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Removal of pre-requisite. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

assisted with basic foot hygiene to at least 3 clients, 1 in a simulated environment and 2 in the workplace, including:

cutting and filing nails

identifying pathological nail and skin conditions

applying simple wound dressings to at least 3 different conditions

applying padding and cushioning to at least 3 different conditions

applying medicaments, including:

emollients

astringents

moisturisers

antiseptics

applied a wound dressing for an iatrogenic wound

safely and effectively used podiatry instruments and electrical equipment, including an electric drill

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

client treatment plans or foot care plan

goals and limitations of podiatry intervention and variations in podiatry conditions

basic anatomy and physiology of the foot, including medical terminology, structure and functioning of the skin and integuments, and basic understanding of foot pathology

the function of medicaments:

emollients

astringents

moisturisers

antiseptics

principles and protocols of:

aseptic technique

foot hygiene

organisation policy and procedures in relation to:

infection control

record keeping and reporting

other specific organisation procedures, including supervisory and reporting protocols

legal and ethical considerations relevant to allied health:

privacy, confidentiality and disclosure

duty of care

work role boundaries – responsibilities and limitations of self and other allied health team members and nursing, medical and other personnel

work health and safety (WHS):

manual handling, including identification and control of manual task risk factors

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in a therapeutic workplace under the direction and supervision (direct, indirect, remote) as determined by the podiatrist.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

individualised plans and any relevant equipment outlined in the plan

podiatry instruments and electrical equipment including:

wound dressings

padding and cushioning

medicaments

electric drill

modelling of industry operating conditions and contingencies, including provision of services to real people

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA007 Assist with podiatric procedures

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Removal of pre-requisite. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to assist with procedures performed by the podiatrist. Procedures may include surgical procedures of the skin and nails; preparation, modification and repair of orthotic devices and footwear.

This unit applies to allied health assistants and should be performed under the direction and supervision (direct, indirect or remote) of an allied health professional.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the surgical podiatry procedure	1.1 Obtain information from the podiatrist and the client’s record, including the podiatry care plan relevant to the procedure to be undertaken 1.2 Determine client availability according to organisation protocols 1.3 Conform to all infection control guidelines and requirements specified by the National Infection Control Guidelines for Podiatrists and the protocols of the organisation 1.4 Ensure the environment in which the procedure is to be performed conforms to work health safety (WHS) standards and protocols 1.5 Gather necessary equipment, instruments and materials 1.6 Prepare the environment for surgery, including cleansing and disinfecting of surfaces, equipment and materials 1.7 Ensure all instruments, dressings and related materials have undergone sterilisation according to the guidelines and protocols 1.8 Ensure work flow and set up for work flow by additional persons in the environment comply with the guidelines and protocols
2. Assist with the surgical podiatry procedure	2.1 Determine procedural requirements from the client’s record and the treating podiatrist 2.2 Provide the physical environment required to meet procedural requirements in a manner that is safe for the client as directed by the podiatrist 2.3 Follow the directions of the podiatrist to provide assistance during the procedure 2.4 Follow all infection control and WHS protocols to ensure the procedure conforms to organisation, state, national and legislated requirements 2.5 Assist with care and supervision of the patient during procedure 2.6 Follow directions for instrument handling, equipment handling material handling and any additional assistance required from the podiatrist 2.7 Safely and correctly use equipment and instrumentation to collect assessment information 2.8 Follow organisation guidelines and protocols for the safe and appropriate handling and disposal of hazardous and sharps materials 2.9 Provide documentation assistance and support as directed by the podiatrist
3. Assist with templating for manufacture of orthotic devices	3.1 Determine requirements from the client’s record and treating podiatrist 3.2 Gather equipment and materials required for templating and foot measurement 3.3 Provide the physical environment required to meet procedural requirements in a manner that is safe for the client and operator 3.4 Assist with templating and foot measurement according to podiatrist’s instruction 3.5 Work with podiatrist and client, within organisation guidelines, to determine appropriate follow up and further appointments
4. Assist with modification to orthoses and footwear	4.1 Determine procedural requirements from the client’s record and the treating podiatrist 4.2 Seek assistance or clarification to procedural directions 4.3 Provide the physical environment required to meet procedural requirements in a manner that is safe 4.4 Assist with modifications according to the treatment plan and prescriptions from supervising podiatrist 4.5 Present modified orthoses or footwear to podiatrist for assessment 4.6 Interpret and respond to instructions from podiatrist regarding further procedural or modification requirements 4.7 Provide instructions and assistance to client as directed by the podiatrist 4.8 Work with podiatrist and client, within organisation guidelines, to determine appropriate follow up and further appointments 4.9 Use machinery and equipment for modifications in accordance with manufacturer’s guidelines, WHS requirements and organisation protocols
5. Assist with support and advice to clients in the selection of footwear	5.1 Under the guidance of podiatrist use appropriate devices and procedures to measure for fit 5.2 Confirm measurements with supervising podiatrist 5.3 Under the guidance of supervising podiatrist support and educate client in the selection of footwear and fit 5.4 Seek assistance or clarification to procedural directions 5.5 Work with podiatrist and client, within organisation guidelines, to determine appropriate follow up and further appointments
6. Comply with supervisory requirements	6.1 Provide podiatry assistance according to the instruction of treating podiatrist 6.2 Provide client progress feedback to the treating podiatrist 6.3 Seek assistance when client presents with needs or signs outside limits of own authority or competence 6.4 Report client difficulties and concerns to the treating podiatrist 6.5 Implement variations to the podiatry care according to the advice of the treating podiatrist
7. Clean, sterilise and store equipment	7.1 Clean equipment according to manufacturers and organisation requirements 7.2 Prepare equipment and instruments for sterilisation according to organisation protocols 7.3 Store equipment according to manufacturers requirements and organisation protocols 7.4 Report equipment faults to appropriate person 7.5 Ensure consultation environment is maintained according to guidelines and organisation protocols
8. Document client information	8.1 Use accepted protocols to document information in line with organisation requirements 8.2 Use appropriate terminology to document client information

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA007 Assist with podiatric procedures

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Removal of pre-requisite. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

assisted with a minimum of 7 different procedures, including:

surgical assistance

basic assessment

orthotic/footwear preparation and modification

worked safely and effectively with electrical equipment and machinery and potentially hazardous materials

safely and appropriately used materials, including:

animal derived leathers

synthetics

solvents

adhesives

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

podiatry procedures, including:

orthotic manufacture/modification

assessment

podiatric surgery

conditions treated by a podiatrist

basic anatomy and physiology of the skin and nails relevant for the role

structure and function of the skin and integuments

common pathological conditions of the skin and nails

disease processes relevant to the client group/s

identification and purpose of podiatry surgical instruments

basic biomechanics of the lower limb

principles and guidelines of orthotic devices

principles of footwear selection and fitting

organisation policy and procedures in relation to:

infection control protocols

supervisory and reporting protocols

record keeping requirements

client treatment plans, foot care or podiatry plans

goals and limitations of podiatry intervention

medical terminology in relation to podiatric procedures

legal and ethical considerations relevant to allied health:

privacy, confidentiality and disclosure

duty of care

work role boundaries – responsibilities and limitations of self and other allied health team members and nursing, medical and other personnel

WHS:

manual handling including identification and control of manual task risk factors

Assessment Conditions

Skills must have been demonstrated in in a therapeutic workplace under the direction and supervision (direct, indirect, remote) as determined by the podiatrist with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including individualised plans and any relevant equipment outlined in the plan

modelling of industry operating conditions and contingencies, including provision of services to real people

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015 /AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA008 Assist with podiatry assessment and exercise

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Removal of pre-requisite.

Application

This unit describes the skills and knowledge required to assist a podiatrist with the delivery and monitoring of specific client exercise and rehabilitation programs and in the completion of client foot health assessments.

This unit applies to allied health assistants and should be performed under the direction and supervision (direct, indirect or remote) of an allied health professional.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assist with podiatry assessments	1.1 Provide podiatry assistance according to the instruction of treating podiatrist 1.2 Determine client assessment requirements from the treating podiatrist and podiatry treatment plan or records 1.3 Provide the physical environment required to meet assessments in a manner that is safe for the client and operators 1.4 Explain to the client the purpose, rationale and requirements of each part of the assessment activity 1.5 Determine the client’s understanding of the purpose, rationale and requirements of each part of the assessment activity 1.6 Assist podiatrist with assessment procedures, including handling equipment and recording data 1.7 Work with client and podiatrist to determine and plan any follow up requirements and dates 1.8 Identify and manage client adherence issues
2. Prepare for the delivery of podiatry exercise program or assessment procedure	2.1 Interpret client treatment plan prepared by supervising podiatrist and implement relevant exercise program or assessment procedure 2.2 Determine client availability according to organisation protocols 2.3 Gather necessary equipment
3. Deliver podiatry exercise or rehabilitation program	3.1 Explain to the client the purpose, rationale and requirements of each part of the exercise or rehabilitation program 3.2 Determine the client’s understanding of the purpose, rationale and requirements of the program 3.3 Assist client to follow instructions of the podiatrist, including those techniques used at home 3.4 Identify and note any difficulties the client experiences completing the exercise program 3.5 Provide feedback to the client 3.6 Identify and manage client adherence issues 3.7 Work with the client to establish any necessary action 3.8 Work with client to determine and plan any follow up requirements and dates 3.9 Recognise when client becomes distressed, in pain or communicates their desire to slow down, change activity or stop and follow stepping down procedures outlined in treatment plan or organisational guidelines
4. Comply with supervisory requirements	4.1 Seek assistance when client presents with needs or signs outside limits of own authority 4.2 Provide client progress feedback to the treating podiatrist 4.3 Report client difficulties and concerns to the treating podiatrist 4.4 Implement variations to the podiatry treatment according to the advice of the treating podiatrist
5. Clean and store equipment	5.1 Clean equipment according to manufacturer and organisation requirements 5.2 Store equipment according to manufacturer requirements and organisation protocols 5.3 Report equipment faults to appropriate person
6. Document client information	6.1 Use accepted protocols to document information in line with organisation requirements 6.2 Use appropriate terminology to document symptomatic expression of identified problems

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA008 Assist with podiatry assessment and exercise

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Removal of pre-requisite.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

assisted with 3 different clients, 1 in a simulated environment and 2 in the workplace, in relation to specific podiatry foot assessment and exercise sessions

assisted with 3 balance and fall monitoring sessions, 1 in a simulated environment and 2 in the workplace

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

structure and function of the skin and integuments

basic biomechanics of the lower limb and gait cycle

basic anatomy and physiology of the foot

podiatry exercise and rehabilitation principles

safe and effective use of instrumentation used in podiatry assessment procedures and equipment used in podiatry exercise and rehabilitation programs

client treatment plans, goals and limitations of podiatry intervention

concepts and procedures for stepping down treatment or intervention when client becomes distressed, in pain or wishes to stop

medical terminology relevant to podiatry assessment and exercise

organisation policy and procedures in relation to:

infection control as it relates to the allied health assistant’s role in assisting with podiatry assessment and exercise

other specific organisation policies or procedures, including supervisory and reporting protocols

legal and ethical considerations relevant to allied health:

privacy, confidentiality and disclosure

duty of care

work role boundaries – responsibilities and limitation of self and other allied health team members and nursing, medical and other personnel

work health and safety (WHS):

manual handling including identification and control of manual task risk factors

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in a therapeutic workplace under the direction and supervision (direct, indirect, remote) as determined by the podiatrist.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including individualised plans and any relevant equipment outlined in the plan

modelling of industry operating conditions and contingencies, including provision of services to real people

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA009 Assist in the rehabilitation of clients

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to receive and respond to rehabilitation programs developed by allied health professionals.

This unit applies to allied health assistants and should be performed under the direction and supervision (direct, indirect or remote) of an allied health professional.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan to deliver a rehabilitation program	1.1 Obtain information about the rehabilitation program from an allied health professional and rehabilitation plan 1.2 Consult allied professional about the rehabilitation plan requirements and desired client outcomes 1.3 Identify program requirements outside scope of role and responsibilities as defined by the organisation and discuss with allied health professional 1.4 Identify and confirm impact of therapeutic program’s contribution to the overall rehabilitation outcome for the client 1.5 Obtain information about medical and psychosocial conditions that may impact on rehabilitation outcomes for client 1.6 Determine client availability according to organisation protocols 1.7 Identify and plan for any risk and safety issues that may impact on the client’s ability to participate in program 1.8 Prepare suitable equipment and environment for rehabilitation program
2. Assist with the development of a rehabilitation program	2.1 Assist allied health professional to work with client to identify current skills and abilities and how these can be built upon to manage their lives and environment more effectively 2.2 Assist allied health professional to work with client to develop their goals and priorities in terms of specific skills required to manage their lives in the short and medium term 2.3 Identify skills that need to be developed that are outside scope of role and responsibilities as defined by the organisation and refer to the allied health professional 2.4 Support the client to identify methods that will build upon their strengths when developing, regaining or retaining skills and abilities 2.5 Follow specific directions from the allied health professional for the fabrication and adaptation of therapeutic aids and equipment 2.6 Maintain and update resources for therapy and recreational programs 2.7 Work with professional and client to determine methods of evaluating the effectiveness of activities and methods
3. Assist with the delivery of a rehabilitation plan	3.1 Gather the equipment and materials to deliver the rehabilitation program, in line with client needs, specifications of the allied health professional and legislative and organisation guidelines 3.2 Check safety and efficiency of any equipment and material and seek advice where safety issues arise 3.3 Support client to carry out rehabilitation activities in ways that promote safety, involvement and confidence, and adhere to the cultural and spiritual beliefs and preference of the client 3.4 Provide constructive and timely feedback to client about involvement in rehabilitation activities 3.5 Recognise when client becomes distressed, in pain or communicates their desire to slow down, change activity or stop and follow stepping down procedures outlined in treatment plan or organisational guidelines and report to the treating physiotherapist
4. Assist with the evaluation of a rehabilitation plan	4.1 Assist the allied health professional to work with client to review progress 4.2 Monitor use of adaptive equipment as directed by the therapist
5. Comply with supervisory requirements	5.1 Identify and note any difficulties the client experiences completing the therapy programs and interventions and report to allied health professional in a timely manner 5.2 Identify and manage client adherence issues, including subjective and objective reporting of client response to the program, and report to the allied health professional in a timely manner 5.3 Report any client misunderstanding or confusion to the allied health professional in a timely manner 5.4 Seek assistance when client presents with needs or signs outside limits of own authority, skills and/or knowledge 5.5 Report client difficulties to the supervising allied health professional for advice before continuing the program 5.6 Participate in supervision processes with the treating allied health professional in accordance with organisation protocol
6. Clean and store equipment and materials	6.1 Clean equipment and materials according to manufacturers requirements 6.2 Store equipment and materials according to manufacturers requirements and organisation protocols 6.3 Report equipment faults to appropriate person
7. Document client information	7.1 Use accepted protocols to document information relating to the rehabilitation program in line with organisation requirements 7.2 Provide regular feedback to the client’s care team 7.3 Use appropriate terminology to document symptomatic expression of identified problems related to the rehabilitation program

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA009 Assist in the rehabilitation of clients

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked collaboratively with 3 clients, 1 in a simulated environment and 2 in the workplace, in the pursuit of rehabilitation outcomes in line with established rehabilitation principles and practices

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

the principles and practices of rehabilitation

the impact of illness on the client’s functional performance

where to access resources, aids and information for rehabilitation programs

strategies to support, motivate and encourage clients in a rehabilitation program

concepts and procedures for stepping down treatment or intervention when client becomes distressed, in pain or wishes to stop

organisation policy and procedures in relation to:

infection control as it relates to the allied health assistant’s role in assisting with client rehabilitation

record keeping in relation to rehabilitation programs

quality assurance, best practice and accreditation standards

other specific organisation policies or procedures, including supervisory and reporting protocols

legal and ethical considerations relevant to allied health:

codes of practice for work in occupational therapy or other relevant allied health areas

privacy, confidentiality and disclosure

duty of care

work role boundaries – responsibilities and limitations including when and how to provide feedback about client

work health and safety (WHS):

manual handling including identification and control of manual task risk factors

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in a therapeutic workplace under the direction and supervision (direct, indirect, remote) as determined by the allied health professional.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including individualised plans and any relevant equipment outlined in the plan

modelling of industry operating conditions and contingencies, including provision of services to real people

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA010 Assist with the development and maintenance of client functional status

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to support clients to participate in developmental activities that will enhance or maintain functional status.

This unit applies to allied health assistants and should be performed under the direction and supervision (direct, indirect or remote) of an allied health professional.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan to deliver a daily living skills program based on identified goals	1.1 Obtain information about the daily living skills program from an allied health professional 1.2 Consult allied health professional about the daily living skills program requirements and desired client outcomes 1.3 Use screening and data collection tools to gather information on functional status and performance to feedback to allied health professional in line with role 1.4 Identify program requirements outside scope of role and responsibilities as defined by the organisation and discuss with allied health professional 1.5 Identify and confirm impact of the program’s contribution to the client’s overall care plan 1.6 Determine client availability according to organisation protocols 1.7 Identify cultural and spiritual issues that might have an impact on client’s maintenance of daily living function 1.8 Identify and plan for any risk and safety issues that may impact on the client’s ability to participate in program
2. Assist with developing daily living skill and maintenance program based on identified goals	2.1 Assist professional to work with client and carers to identify current skills and abilities and how these can be built upon to participate more meaningfully in the client’s environment(s) 2.2 Assist professional to work with client and carers to identify their needs and priorities in terms of specific skill development and maintenance 2.3 Identify skills that need to be developed that are outside scope of role and responsibilities as defined by the organisation and refer to the allied health professional 2.4 Assist allied health professional to work with the client and carers to develop goals that will enable work at the client’s own pace to acquire and retain skills for daily living 2.5 Support the client and carers to identify methods that will build upon their strengths when developing, and retaining daily living skills
3. Deliver daily living skill development and maintenance program	3.1 Gather the equipment and materials to deliver the daily living program, in line with client needs, specifications of the allied health professional and legislative and organisation guidelines 3.2 Check safety and efficiency of any equipment and materials 3.3 Support client to carry out activities in ways that promote safety, involvement and confidence, and adhere to the cultural and spiritual beliefs and preference of the client 3.4 Provide support according to principles and practices of active support, in a manner that is respectful of the client and provides encouragement and motivation to optimise client interest and involvement 3.5 Set up the environment to optimise client interest, participation and involvement 3.6 Identify and respond appropriately to any risk to clients or others and report accordingly 3.7 Provide reinforcement and constructive feedback to client and carers about involvement in activities 3.8 Recognise when client becomes distressed, in pain or communicates their desire to slow down, change activity or stop and follow stepping down procedures outlined in treatment plan or organisational guidelines 3.9 Seek advice if safety issues arise
4. Assist with evaluating daily living skill development and maintenance program	4.1 Assist allied health professional to work with client to review progress 4.2 Work with professional and client to determine methods of evaluating the effectiveness of activities and methods 4.3 Under direction of an occupational therapist, adapt the environment and activity to maximise functional independence
5. Comply with supervisory requirements	5.1 Seek assistance when client presents with needs or signs outside limits of own authority, skills and/or knowledge 5.2 Report client difficulties to the supervising allied health professional for advice before continuing the program 5.3 Participate in supervision processes with the treating allied health professional in accordance with organisational protocol
6. Clean and store equipment and materials	6.1 Clean equipment and materials according to manufacturers requirements 6.2 Store equipment and materials according to manufacturers requirements and organisation protocols 6.3 Report equipment faults to appropriate person
7. Document client information	7.1 Use accepted protocols to document information relating to the program in line with organisation requirements 7.2 Provide regular feedback to the client’s care team 7.3 Use appropriate terminology to document symptomatic expression of identified problems related to the program

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA010 Assist with the development and maintenance of client functional status

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

assisted in the development and implementation of active support strategies for 3 clients, 1 in a simulated environment and 2 in the workplace

worked collaboratively with 3 clients and carers, 1 in a simulated environment and 2 in the workplace, in the pursuit of daily living skill development outcomes

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete the tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

principles and practices of active support and the promotion of individual’s rights, choices and well being when supporting participation in developmental activities

variability and complexities of workplace settings and how they affect service delivery

quality assurance, best practice and accreditation standards

the impact of disability and ageing on daily living and working skills of clients, carers and others

strategies to support, motivate and encourage clients and carers

concepts and procedures for stepping down treatment or intervention when client becomes distressed, in pain or wishes to stop

organisation policy and procedures in relation to:

record keeping

other specific organisation policies or procedures, including supervisory and reporting protocols

record keeping practices and procedures in relation to diagnostic and therapeutic programs/treatments

legal and ethical considerations relevant to allied health:

codes of practice for work in occupational therapy

privacy, confidentiality and disclosure

duty of care

discrimination

human rights

work role boundaries – responsibilities and limitations including when and how to provide feedback about client

work health and safety (WHS):

manual handling including identification and control of manual task risk factors

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in a therapeutic workplace under the direction and supervision (direct, indirect, remote) as determined by a physiotherapist and/or occupational therapist.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

daily living equipment

individualised plans and any relevant equipment outlined in the plan

screening and data collection tools

modelling of industry operating conditions and contingencies, including provision of services to real people

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA011 Conduct group sessions for individual client outcomes

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added.

Application

This unit describes the skills and knowledge required to plan, prepare and implement group activities to meet individual client outcomes.

This unit applies to allied health assistants and should be performed under the direction and supervision (direct, indirect or remote) of an allied health professional.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan for group sessions	1.1 Obtain information about the purpose of the group sessions from an allied health professional and the desired individual client outcomes 1.2 Identify requirements outside scope of role and responsibilities as defined by the organisation and discuss with allied health professional 1.3 Identify and confirm impact of the program’s contribution to the clients’ overall care plan 1.4 Determine client availability according to organisation protocols 1.5 Determine client appropriateness according to client profile
2. Assist with the development of group sessions	2.1 Plan group activities that are consistent with client needs and recognise physical abilities and limitations of each client 2.2 Plan group activities that are consistent with the interests, preferences and beliefs of the clients 2.3 Plan group activities with consideration of the clients’ pace and timing requirements 2.4 Plan group activities according to the size and composition of the group 2.5 Plan group session to maximize the involvement of all group members 2.6 Establish a balance between tasks to be accomplished and the group process 2.7 Identify possible risk to successful group activities and adjust plan to minimise risk 2.8 Confirm group session plan with allied health professional 2.9 Gather and/or prepare materials and equipment required for the group session and check for safety and suitability
3. Conduct group activity	3.1 Arrange the environment to encourage full participation by all group members 3.2 Seek agreement on the purpose, process and intended outcomes of the group activity with the group 3.3 Discuss the group activity with the group to encourage as much participation as possible 3.4 Work with the group to establish ground rules 3.5 Provide each group member with the necessary information, materials and support to participate in the group activity 3.6 Ensure that the manner, level and pace of communication is appropriate for each group member 3.7 Communicate with clients in a manner most likely to promote co-operation, dignity and self-esteem and encourage participation 3.8 Use group skills to ensure the involvement of all group members 3.9 Identify potential conflict within the group and manage to ensure ongoing involvement of individuals in group activities 3.10 Monitor individual client progress and provide constructive and timely feedback to individual group member 3.11 Follow process and directions to evaluate outcomes of the group session
4. Comply with supervisory requirements	4.1 Seek assistance when client presents with needs or signs outside limits of own authority, skills and/or knowledge 4.2 Report client difficulties to the supervising allied health professional for advice before continuing the program 4.3 Participate in supervision processes with the treating allied health professional in accordance with organisation protocol
5. Clean and store equipment and materials	5.1 Clean equipment and materials according to manufacturers requirements 5.2 Store equipment and materials according to manufacturers requirements and organisation protocols 5.3 Report equipment faults to appropriate person
6. Document client information	6.1 Use accepted protocols to document information relating to the program in line with organisation requirements 6.2 Provide regular feedback to each client’s care team 6.3 Use appropriate terminology to document symptomatic expression of identified problems related to group activities

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA011 Conduct group sessions for individual client outcomes

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

planned and conducted 3 group sessions, 1 in a simulated environment and 2 in the workplace, to meet a range of individual client outcomes

undertaken an evaluation process in relation to 1 of the group sessions in the workplace

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

principles of group dynamics and the nature of group learning

factors that affect behaviour in groups

group roles, leadership and facilitator techniques

organisation policy and procedures in relation to:

record keeping

other specific organisation policies or procedures, including supervisory and reporting protocols

legal and ethical considerations relevant to allied health:

privacy, confidentiality and disclosure

duty of care

discrimination

human rights

work role boundaries – responsibilities and limitations including when and how to provide feedback about client

work health and safety (WHS):

manual handling including identification and control of manual task risk factors

Assessment Conditions

The following aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in a therapeutic workplace under direction and supervision (direct, indirect, remote) as determined by the allied health professional:

planned and conducted 1 group session to meet a range of individual client outcomes

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including program plans and any relevant equipment outlined in the plan

modelling of industry operating conditions and contingencies, including provision of services to real people

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA012 Support the development of speech and communication skills

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Removal of pre-requisite.

Application

This unit describes the skills and knowledge required to assist with the delivery of speech pathology programs designed to achieve and develop optimum independence in speech and communication skills.

This unit applies to allied health assistants and should be performed under the direction and supervision (direct, indirect or remote) of an allied health professional.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for delivery of a speech pathology program	1.1 Obtain information about the program from the supervising speech pathologist 1.2 Confer with speech pathologist about any program ambiguities or requirements outside scope of role and responsibilities as defined by the organisation 1.3 Determine client availability according to organisation protocols 1.4 Determine need for interpreter where the client has English as a second language 1.5 Gather the equipment to deliver the speech pathology program, in line with client needs and specifications of the speech pathologist
2. Conduct speech pathology program according to identified goals and methods under supervision of a speech pathologist	2.1 Check, before commencing the program, that consent is obtained from the individual, or a third party where the individual is not in a position to provide this consent independently 2.2 Confirm the therapeutic outcomes defined in the program with the client and the speech pathologist 2.3 Carry out program activities using the methods as directed and detailed in the treatment plan and as designed by the speech pathologist 2.4 Use motivators that are appropriate to the age and communication ability of the client 2.5 Provide a level of stimulation that is appropriate to the age and communication ability of the client 2.6 Provide the client with sufficient time, opportunity and encouragement to practice existing and newly developed skills 2.7 Encourage the client to take advantage of planned and unplanned opportunities to integrate skills developed within the program into their daily activities 2.8 Take action in response to adverse reaction to the program according to the detailed risk management framework 2.9 Provide accurate and prompt feedback to the speech pathologist and according to clients needs, the client’s care team to support future planning
3. Assist with developing activities to support a speech pathology program	3.1 Identify the communication goals to be achieved from the speech pathology plan as specified by the speech pathologist 3.2 Seek advice from speech pathologist where goals are not being met as expected 3.3 Develop activities, in liaison with the speech pathologist, that follow the identified hierarchy of tasks and skills needed to achieve speech pathology goals 3.4 Assist with the location or development of activities and materials appropriate to client’s age and level of functioning 3.5 Confirm development work with a speech pathologist
4. Comply with supervisory requirements	4.1 Seek assistance when client presents with needs or signs outside limits of own authority, skills and/or knowledge 4.2 Report client difficulties to the supervising allied health professional for advice before continuing the program 4.3 Participate in supervision processes with the treating allied health professional in accordance with organisation protocol
5. Clean and store equipment	5.1 Clean any material and equipment according to manufacturers requirements 5.2 Store material and equipment according to manufacturers requirements and organisation protocols 5.3 Report equipment faults to appropriate person
6. Document client information	6.1 Use accepted protocols to document information relating to the speech pathology program in line with organisation requirements 6.2 Use appropriate terminology to document symptomatic expression of identified problems

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA012 Support the development of speech and communication skills

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Removal of pre-requisite.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

worked with 3 different clients, 1 in a simulated environment and 2 in the workplace, for speech/language therapeutic outcomes following an established speech pathology program

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

normal speech and language processes across the lifespan

the range of communication disorders affecting areas of:

speech (articulation, phonology)

expressive and receptive language

reading and writing

pragmatics

fluency

voice

cognitive skills (memory, attention, new learning, problem solving)

communication disorders that may arise from:

congenital abnormalities

developmental delay

acquired injury and disease

degenerative disease

the anatomy and physiology of the body systems pertaining to structures and systems affecting communication

legal and ethical considerations relevant to allied health:

duty of care

discrimination

informed consent

work health and safety (WHS):

manual handling including identification and control of manual task risk factors

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in a therapeutic workplace under the direction and supervision (direct, indirect, remote) as determined by the speech pathologist.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including individualised plans and any relevant equipment outlined in the plan

modelling of industry operating conditions and contingencies, including provision of services to real people

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA013 Provide support in dysphagia management

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Removal of pre-requisite. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to assist a speech pathologist to support clients participating in therapy programs to improve swallowing and/or to maintain independence in the management of dysphagia.

This unit applies to allied health assistants and should be performed under the direction and supervision (direct, indirect or remote) of an allied health professional.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian / New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for support of treatment and monitoring programs to promote safe swallowing and eating	1.1 Obtain information about requirements from the speech pathologist 1.2 Determine need for interpreter where required 1.3 Confer with speech pathologist about any ambiguities or requirements outside scope of role and responsibilities as defined by the organisation
2. Deliver therapeutic program under supervision of speech pathologist	2.1 Obtain consent from the individual client, or a third party where the individual is not in a position to provide this consent independently, before commencing the program 2.2 Confirm client/carer’s understanding of requirements of the therapeutic program 2.3 Provide mealtime assistance to client, under instruction of speech pathologist, including the reinforcement of positioning and strategies to support safe swallowing and maximum level of independence of eating and drinking 2.4 Prepare texture modified foods and fluids as determined by the speech pathologist and in accordance with the food safety program of the organisation 2.5 Provide the client with relevant information and advice, as instructed by the speech pathologist, at a level and pace appropriate to the client’s level of understanding, culture and background, preferred way of communication and need 2.6 Refer questions outside scope of role and responsibilities as defined by the organisation to speech pathologist and/or relevant member of health care team 2.7 Provide client with sufficient time, opportunity and encouragement to practise existing and newly developed skills 2.8 Provide set up and support of the client during assessment of swallowing, performed by speech pathologist 2.9 Carry out supplementary treatment programs as instructed by the speech pathologist 2.10 Identify adverse reactions/events associated with dysphagia and respond according to the detailed risk management framework
3. Monitor client’s management of dysphagia in consultation with speech pathologist and care team	3.1 Work with the speech pathologist, care team and the individual to identify and record areas of positive progress and success and specific difficulties arising 3.2 Reinforce constructive feedback and advice provided by the care team about the client’s approach and ability to manage their dysphagia 3.3 Support and encourage client to maintain and enhance their efforts to manage dysphagia 3.4 Reinforce the benefits of continuing to practice and develop skills and knowledge for dysphagia management 3.5 Identify adverse reactions and/or events associated with dysphagia and respond according to the detailed risk management framework
4. Comply with supervisory requirements	4.1 Refer to speech pathologist when additional input from health professional is required 4.2 Seek assistance when client presents with needs or signs outside limits of own authority, skills and/or knowledge 4.3 Report client difficulties to the supervising allied health professional for advice before continuing the program 4.4 Participate in supervision processes with the treating allied health professional in accordance with organisational protocol
5. Document client information	5.1 Use accepted protocols to document information relating to the treatment program in line with organisation requirements 5.2 Provide accurate and prompt feedback to the speech pathologist and client’s care team to support future planning 5.3 Use appropriate terminology to document symptomatic expression of identified problems related to the therapeutic exercise program

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA013 Provide support in dysphagia management

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Removal of pre-requisite. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

delivered therapeutic support and skill development for 3 clients with dysphagia, 1 in a simulated environment and 2 in the workplace

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manages tasks and manage contingencies in the context of the work role. This includes knowledge of:

secondary complications of dysphagia and an awareness of risk management protocols in response to adverse reactions/events

basic anatomy and physiology of body systems pertaining to structures affecting eating and swallowing

normal processes of eating and swallowing and changes to swallowing that occur over the lifespan

organisation food safety program and procedures

postures and positioning for safe swallowing

techniques used in assessment of eating and swallowing, including:

bedside assessment

video fluoroscopy

disorders of eating and swallowing that may arise from:

acquired injury and disease

congenital abnormalities

degenerative disease

developmental delay

legal and ethical considerations relevant to allied health:

duty of care

informed consent

work health and safety (WHS):

manual handling including identification and control of manual task risk factors

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in a therapeutic workplace under the direction and supervision (direct, indirect, remote) as determined by the speech pathologist.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including individualised plans and any relevant equipment outlined in the plan

modelling of industry operating conditions and contingencies, including provision of services to real people

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA014 Assist and support the use of augmentative and alternative communication systems

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Removal of pre-requisite.

Application

This unit describes the skills and knowledge required to support clients who use total communication systems, including the preparation of resources.

This unit applies to allied health assistants and should be performed under the direction and supervision (direct, indirect or remote) of an allied health professional.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the development of augmentative and alternative communication systems	1.1 Obtain information about requirements from the speech pathologist 1.2 Confirm the communication goals with the speech pathologist 1.3 Determine need for interpreter 1.4 Confer with allied health professional about any ambiguities or requirements outside scope of role and responsibilities as defined by the organisation
2. Assist in the development of augmentative and alternative communication systems	2.1 Confirm the nature of the communication system and implications for resource requirements with speech pathologist 2.2 Confirm client’s previous and current abilities with the speech pathologist to inform choice and presentation of resources 2.3 Select resources following speech pathologist’s directions 2.4 Consult with speech pathologist to ensure that resources are appropriate to the individual and their communication system, the type of therapy and the specified communication goals 2.5 Identify existing resources, adapt them and use them in an imaginative and flexible manner within the directions of the speech pathologist 2.6 Make resources as directed by speech pathologist 2.7 Ensure resources are not hazardous to the individual or others, and satisfy health and safety requirements
3. Support the use of augmentative and alternative communication systems	3.1 Identify the type of communication system used by a client prior to making contact 3.2 Make appropriate power supply available 3.3 Prepare appropriate resources and equipment to facilitate communication via the communication system 3.4 Set out equipment and furniture for client comfort and optimum access to the communication system, in line with health and safety procedures and guidelines and according to the directions of the speech pathologist 3.5 Liaise with the speech pathologist and other relevant health professionals to assist the client to access the system in regard to physical comfort and any specific positioning and mobility requirements 3.6 Use appropriate mode of communication in communicating with the client
4. Comply with supervisory requirements	4.1 Seek assistance when client presents with needs or signs outside limits of own authority, skills and/or knowledge 4.2 Report client difficulties to the supervising allied health professional for advice before continuing the program 4.3 Participate in supervision processes with the treating allied health professional in accordance with organisational protocol
5. Clean and store equipment	5.1 Clean any material and equipment according to manufacturers requirements 5.2 Store material and equipment according to manufacturers requirements and organisation protocols 5.3 Report equipment faults to appropriate person
6. Document client information	6.1 Use accepted protocols to document information relating to the program to assist with the use of a communication system in line with organisation requirements 6.2 Use appropriate terminology in reporting

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA014 Assist and support the use of augmentative and alternative communication systems

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Removal of pre-requisite.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

provided therapeutic guidance for 3 clients in the use of communication systems under the direction of a speech pathologist, 1 in a simulated environment and 2 in the workplace, including:

positioning the client and managing the environment for optimum use of a communication system

designing and making communication systems to meet individual needs

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

communication needs of clients with congenital, developmental, acquired and progressive disabilities

augmentative and alternative communication (AAC) systems and strategies available

criteria used in the selection and application of AAC devices for people with complex communication needs

work health and safety (WHS) policies and procedures that relate to the allied health assistant’s role in implementing speech therapy programs

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in a therapeutic workplace under the direction and supervision (direct, indirect, remote) as determined by the speech pathologist and/or occupational therapist.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including individualised plans and any relevant equipment outlined in the plan

modelling of industry operating conditions and contingencies, including provision of services to real people

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA015 Deliver and monitor a hydrotherapy program

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Removal of pre-requisite.

Application

This unit describes the skills and knowledge required to support individuals and groups participating in hydrotherapy programs designed to restore optimum movement and functional independence.

This unit applies to allied health assistants and should be performed under the direction and supervision (direct, indirect or remote) of an allied health professional.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for hydrotherapy program	1.1 Confirm program requirements against the prescribed information provided by the allied health professional 1.2 Confer with allied health professional if requirements outlined in the program are not clear, do not take into account client needs and abilities or are beyond scope of role and responsibilities as defined by the organisation 1.3 Determine the clients’ availability, according to the organisation’s protocols 1.4 Gather necessary equipment for the program 1.5 Prepare the setting for the program 1.6 Ensure adequate staff are present to meet organisation’s staff: client ratio requirements 1.7 Obtain consent from the clients before commencing the program
2. Conduct the hydrotherapy program	2.1 Assist with program according to the instruction of treating allied health professional 2.2 Explain the purpose, rationale and requirements of each part of the program to the clients 2.3 Assist clients in and out of the pool safely and efficiently according to organisation manual handling policy and treatment goals 2.4 Guide the clients to complete the program according to prescribed treatment plan 2.5 Demonstrate components of hydrotherapy to client 2.6 Provide the clients with sufficient time, opportunity and encouragement to practice existing and newly developed skills 2.7 Observe client movement through water and provide feedback to reinforce understanding and the correct application of the program 2.8 Monitor the clients during and after the program according to the prescribed treatment plan 2.9 Identify and manage client adherence issues 2.10 Identify the need for adjustment to the program and report to the treating physiotherapist in a timely manner 2.11 Recognise when client becomes distressed, in pain or communicates their desire to slow down, change activity or stop by following stepping down procedures outlined in treatment plan or organisational guidelines 2.12 Take appropriate and prompt action in response to any indicators of adverse reaction to the hydrotherapy according to relevant protocols and guidelines
3. Respond to an aquatic emergency	3.1 Support the person(s) in difficulty as quickly as possible 3.2 Remove any other individuals from danger 3.3 Assess the factors involved in a water rescue, the type of rescue required and any equipment needs 3.4 Identify hazards and take appropriate action to prevent further injury/harm to the casualty 3.5 Perform water rescue 3.6 Observe and describe the condition of the casualty to first aid provider 3.7 Where necessary contact emergency services as soon as possible 3.8 Record and report the incident according to, legislative, regulatory and organisation requirements
4. Assist client after hydrotherapy session	4.1 Identify support needs of client following a hydrotherapy session 4.2 Provide support with mobility, showering and dressing
5. Comply with supervisory requirements	5.1 Provide client progress feedback to the treating allied health professional 5.2 Report client difficulties and concerns to the treating allied health professional 5.3 Implement variations to the program according to the advice of the treating allied health professional
6. Clean and store equipment	6.1 Clean equipment according to manufacturer’s recommendations 6.2 Store equipment according to manufacturer’s recommendations and the organisation’s protocols 6.3 Check and maintain equipment according to organisation protocols 6.4 Report equipment faults to the appropriate person
7. Report and document information	7.1 Report suggested adjustments to hydrotherapy program, together with rationale, to the responsible allied health professional 7.2 Provide client progress feedback to the treating allied health professional 7.3 Report client difficulties and concerns to the treating allied health professional 7.4 Implement variations to the program according to the advice of the treating allied health professional 7.5 Document information about the program according to the organisation’s protocols 7.6 Use appropriate terminology to document symptomatic expression of identified problems related to the therapeutic program

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA015 Deliver and monitor a hydrotherapy program

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Removal of pre-requisite.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

conducted 3 hydrotherapy programs, 1 in a simulated environment and 2 in the workplace

responded to 2 different aquatic emergencies in a simulated environment

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

the physiological effects and benefits of active functional exercise

principles of biomechanics, including:

mass

force

speed

acceleration

work

energy

power

strength

momentum

force arm

resistance arm

axis of rotation

cam

pulley

basic musculo-skeletal anatomy, including:

joint types and function

major bones

major muscles

major joints

anatomical terminology, including:

flexion

extension

rotation

abduction

adduction

circumduction

inversion

eversion

pronation

supination

horizontal flexion

horizontal extension

therapeutic exercise principles

principles of exercise program design, including:

FITT formula – frequency, intensity, time, type

program phases – preparation, conditioning, recovery, adaptation

program types – sets and reps, circuit, single set to failure, matrix

principles and effects of movement in water as related to hydrotherapy

the psychological effects of disability due to injury or disease and strategies used to cope with this

the signs of adverse reaction to different programs and treatment

relevant guidelines and reporting requirements, including Australian Physiotherapy Association (APA) Guidelines

factors that facilitate an effective and collaborative working relationship

policy and procedures in relation to:

infection control as it relates to the allied health assistant’s role in assisting with hydrotherapy programs

other specific organisation policies or procedures, including supervisory and reporting protocols

legal and ethical considerations relevant to allied health:

duty of care

informed consent

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations including other allied health team members and nursing, medical and other personnel

work health and safety (WHS):

manual handling including identification and control of manual task risk factors

Assessment Conditions

The following aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in the workplace under direction and supervision (direct, indirect, remote) as determined by the physiotherapist and/or occupational therapist:

conducted 1 hydrotherapy program

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

hydrotherapy venue and equipment

emergency procedures

modelling of industry operating conditions and contingencies, including:

provision of services to real people

scenarios for evacuation and other emergency situations that might occur

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA016 Support the fitting of assistive equipment

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to work with clients, their carers and other members of a multi-disciplinary team where appropriate, to assist with fitting assistive equipment to meet individual client needs.

This unit applies to allied health assistants and should be performed under the direction and supervision (direct, indirect or remote) of an allied health professional.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian / New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for fitting of assistive equipment	1.1 Confirm assistive equipment details and fitting requirements against the prescribed information provided by the allied health professional 1.2 Confirm with allied health professional specific client needs and abilities 1.3 Confer with allied health professional if fitting requirements are outside scope of role and responsibilities as defined by the organisation 1.4 Determine the clients’ availability, according to the organisation’s protocols 1.5 Gather assistive equipment and any equipment required for fitting 1.6 Prepare the setting for the fitting and instruction for use 1.7 Obtain consent from the clients before commencing the fitting
2. Fit assistive equipment	2.1 Provide client with the assistive equipment 2.2 Confirm the suitability of fit, size and that operation of equipment meets expected performance parameters and prescription and conforms to the manufacturer’s guidelines 2.3 Confirm the assistive equipment is in safe working order within the user environment 2.4 Obtain relevant measurements and data where adjustments are required 2.5 Restrict equipment functions for initial or trial periods to enable familiarity and ensure safety 2.6 Document and report the process and outcomes of fitting ensuring that arrangements for further action are implemented 2.7 Document maintenance periods and requirements for the assistive equipment 2.8 Identify any faults and complete necessary documentation 2.9 Confirm that client (and carer) have relevant documentation and understand any further action that needs to be taken
3. Support client to use assistive equipment	3.1 Explain and reinforce information about the use of the assistive equipment, in a manner, and at the level and pace, appropriate for the client 3.2 Confirm client understanding and answer any questions 3.3 Confirm that the assistive equipment is clean and in good working order for the client’s requirements before use 3.4 Label, remove from use and report defective assistive equipment to the appropriate person, and ensure an alternative is supplied as promptly as possible 3.5 Remove and minimise potential hazards in the immediate environment 3.6 Educate client and carers in the safe use, transportation and maintenance of the assistive equipment within the context of the users’ indoor and outdoor environments 3.7 Offer appropriate constructive feedback, encouragement and reinforcement 3.8 Provide safe physical support to enable the client to use the assistive equipment 3.9 Identify incorrect use and give verbal feedback and physical guidance 3.10 Monitor the effectiveness of the assistive equipment and report any problems to the appropriate person with minimum delay 3.11 Report any adverse effect, and major progress to the appropriate member of the care team 3.12 Recognise when client becomes distressed, in pain or communicates their desire to slow down, change activity or stop and follow stepping down procedures outlined in treatment plan or organisational guidelines 3.13 Agree relevant trial period and review periods to co-ordinate with client treatment plan
4. Complete basic assistive equipment construction and modification	4.1 Obtain equipment construction or modification specifications from allied health professional 4.2 Confirm requirements with allied health professional 4.3 Procure materials required for basic equipment construction and modifications 4.4 Complete construction and modifications according to specifications 4.5 Seek support from allied health professional if difficulty arises meeting the specifications 4.6 Check completed construction and modifications with allied health professional 4.7 Complete and file any required documentation, according to organisation protocols
5. Comply with supervisory requirements	5.1 Seek assistance when client presents with needs or signs outside limits of own authority, skills and/or knowledge 5.2 Report client difficulties to the supervising allied health professional for advice before continuing the program 5.3 Participate in supervision processes with the treating allied health professional in accordance with organisational protocol
6. Clean and store assistive equipment after use	6.1 Clean assistive equipment according to manufacturer’s recommendations, infection control requirements and organisation protocols 6.2 Store assistive equipment according to manufacturer’s recommendations and the organisation’s protocols 6.3 Report faults to the appropriate person and complete necessary documentation
7. Report and document information	7.1 Report suggested adjustments to assistive equipment, together with rationale, to the supervising allied health professional 7.2 Provide client progress feedback to the supervising allied health professional 7.3 Report client difficulties and concerns to the treating allied health professional 7.4 Implement variations to the assistive equipment according to the advice of the treating allied health professional 7.5 Document information about the client use of the assistive equipment according to the organisation’s protocols

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA016 Support the fitting of assistive equipment

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

fitted, tested and adjusted assistive equipment to 3 clients with different conditions and equipment requirements, 1 in a simulated environment and 2 in the workplace

educated 3 clients, 1 in a simulated environment and 2 in the workplace, in the use of a range of assistive equipment

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

how to evaluate the user environment and the importance and methods of making the environment safe for use of the assistive equipment

principles associated with fitting and using specific equipment, or where to access information relating to the range of assistive equipment, associated systems and purpose

how to fit, test and adjust assistive equipment to meet individual needs, including the range of measurements required to prepare a specification for modification or adjustment to the original prescription

the principles of movement, mobility, posture management and special seating, including an understanding of balance and gait

the range, associated systems and purpose of assistive equipment

the psychological effects of disability due to injury or disease and strategies used to cope with this

the signs of adverse reaction to different programs and treatment

factors that facilitate an effective and collaborative working relationship

organisation policy and procedures in relation to:

infection control as it relates to the allied health assistant’s role in assisting with fitting assistive equipment

other specific organisation policies or procedures, including supervisory and reporting protocols

legal and ethical considerations relevant to allied health:

duty of care

informed consent

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations including other allied health team members and nursing, medical and other personnel

work health and safety (WHS):

manual handling including identification and control of manual task risk factors

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in a therapeutic workplace under direction and supervision (direct, indirect, remote) as determined by the allied health professional qualified to fit specific equipment (physiotherapist, audiologist, occupational therapist).

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including individualised plans and a range of assistive equipment

modelling of industry operating conditions and contingencies, including provision of services to real people

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA017 Assist with social work

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Application

This unit describes the skills and knowledge required by a social work assistant in undertaking support tasks delegated by a social worker.

This unit applies to social work assistants working in a health or community context. Depending on the setting, work will be under the regular (direct, indirect or remote) supervision of a social worker.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Provide assistance to clients	1.1 Assist clients, carers and families to access organisation services 1.2 Provide accurate information to clients regarding available services 1.3 Assist clients, carers and families with completion of paperwork 1.4 Assist clients to access emergency assistance, including financial assistance where required
2. Provide assistance to social workers	2.1 Provide a range of screening assessments as directed by the supervising social worker 2.2 Contact external providers of care services, as well as community and government agencies, in order to provide access and information for clients 2.3 Collect and collate information regarding available services, keep up to date and provide to clients 2.4 Provide information and education to clients as determined by the supervising social worker 2.5 Provide assistance to social workers in case management activities 2.6 Assist social workers with activities relating to patient discharge and flow
3. Assist a multidisciplinary team	3.1 Work with social workers, other health professionals, and other team members to ensure high quality client outcomes 3.2 Attend and participate effectively in case conferences, team meetings and quality improvement activities
3.3 Work within the scope of own role, with regard to professional boundaries and organisation policies and procedures
4. Complete required administrative activities	4.1 Collect and accurately record information provided by clients 4.2 Follow confidentiality and privacy requirements in relation to client information 4.3 Complete client records, databases and other documentation within legal and organisation requirements 4.4 Maintain statistics in accordance with organisation policies and procedures

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA017 Assist with social work

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

assisted with 3 social work clients, 1 in a simulated environment and 2 in the workplace

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

policy and procedures in relation to infection control

services available for referral, both within the organisation and in the community, including:

Centrelink, Medicare and other government agencies, and the services they provide

community based organisations with a focus on particular client groups

word processing programs, spreadsheets and databases commonly used in an organisation and correct use to accurately complete tasks

concepts of cultural awareness, cultural safety and cultural competence and how these can impact work

commonly used screening assessment tools, their purposes and application

legal and ethical considerations relevant to allied health:

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations of self and other team members including nursing, medical and other personnel and their scope of practice

work health and safety

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in a therapeutic workplace under direction and supervision (direct, indirect, remote) as determined by the social worker.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including screening assessments

modelling of industry operating conditions and contingencies, including provision of services to real people

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA018 Assist with planning and evaluating meals and menus to meet recommended dietary guidelines

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTNA302D/HLTNA304D. Significant changes to elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to assist with the planning and evaluating appropriate meals and menus based on the Australian Dietary Guidelines, and other dietary guidelines, in consultation with a dietitian to meet the nutritional needs of individuals within client groups. It involves the selection and planning of balanced meals, general menu planning principles and the development and evaluation of menus.

This unit applies to allied health assistants and should be performed under the direction and supervision (direct, indirect or remote) of a dietitian. Individuals will take responsibility for their own outputs and may participate in work teams. A range of well developed skills and some discretion and judgement is required of workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	The Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify the nutrients and food group serves recommended for good health for client groups	1.1 Categorise foods according to food groups, identifying key nutrients by each food group and individual foods within that group 1.2 Identify recommended serves of various food groups for client group, in consultation with a dietitian
2. Plan and develop menus in accordance with relevant dietary guidelines	2.1 Plan menus according to menu planning principles 2.2 Select food preparation and cooking methods in consultation with food production personnel to maintain maximum nutritional value of foods 2.3 Plan meals and menus to minimise nutrient imbalance, incorporating relevant dietary guidelines 2.4 Plan meals and food group serves to meet the nutritional needs of individuals within client groups 2.5 Discuss and confirm menu plans with the dietitian
3. Identify food-related cultural and religious needs of client groups	3.1 Identify client group, use correct terminology and observe cultural customs 3.2 Consider cultural groups and general characteristics of their cuisine 3.3 Identify dietary regimes and factors associated with cultural and religious groups that may influence food choices 3.4 Plan and modify meals and menus to meet specific cultural and religious needs of client group in line with organisational guidelines
4. Evaluate meals and menus	4.1 Follow processes defined by dietitian to evaluate meals and menus to ensure they meet nutritional requirements of client groups 4.2 Follow processes defined by dietitian to evaluate meals and menus to ensure they meet cultural and religious needs of the clients 4.3 Follow processes defined by dietitian to evaluate meals and menus to ensure client satisfaction 4.4 Evaluate meals and menus to ensure feasibility of production in relation to equipment, time and skills as well as budgetary constraints 4.5 Make adjustments to menu according to findings and the dietitian’s directions

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA018 Assist with planning and evaluating meals and menus to meet recommended dietary guidelines

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTNA302D/HLTNA304D. Significant changes to elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has (under the direction of a dietitian):

planned, developed and evaluated menus for 3 client groups, 1 in a simulated environment and 2 in the workplace, based on organisational food, nutrition and special diet guidelines or the Australian dietary guidelines for provision of appropriate food for client groups(s)

planned and modified meals and menus for at least 2 clients with specific cultural and/or religious food-related requirements in a simulated environment

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. this include knowledge of:

relevant organisational food, nutrition and special diet guidelines

Australian dietary guidelines

cooking methods and equipment

food preparation and food service systems

principles of nutrition, diet therapy, nutrition supplements and factors that place clients at risk of malnutrition and inadequate hydration

common fluid and food restrictions

costing procedures

how to recognise malnutrition

policy and procedures in relation to:

infection control and food safety program as they relate to assisting with meals, menus and dietary guidelines

other specific organisation policies or procedures, including supervisory and reporting protocols

range of menus and menu items

standardised recipes

various cultural and religious requirements in relation to food, relevant to the profile of the community served by the organisation including:

halal

types of vegetarianism (ovo-lacto, lacto or vegan)

kosher

legal and ethical considerations relevant to allied health:

privacy, confidentiality and disclosure

work health and safety (WHS)

Assessment Conditions

The following aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in a therapeutic workplace under direction and supervision (direct, indirect, remote) as determined by the dietitian:

plan, develop and evaluate one menu based on organisation food, nutrition and special diet guidelines or the Australian dietary guidelines for provision of appropriate food for client

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

food safety standards and procedures

manufacturers’ manuals and recommendations for equipment

food packaging and storage requirements

work plan

menu planning tools

individualised plans and any relevant equipment in the plan

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA019 Assist with the monitoring and modification of meals and menus according to individualised plans

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to modify meals and menus to meet the nutrition requirements of specific client groups and monitor this against the individualised plans.

This unit applies to allied health assistants and should be performed under the direction and supervision (direct, indirect or remote) of a dietitian. Individuals will take responsibility for their own outputs and may participate in work teams. A range of well developed skills and some discretion and judgement is required of workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	The Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify conditions and specific needs of client groups	1.1 Identify the conditions commonly encountered by the client group requiring an individualised plan or dietary modification 1.2 Identify groups at risk of nutritional deficiencies and nutrient imbalance contributing to common lifestyle diseases and disorders 1.3 Identify dietary factors associated with common lifestyle diseases and/or diet related chronic diseases and other nutrition-related conditions, food intolerances, allergies 1.4 Identify special nutritional and dietary needs for conditions encountered by the client group 1.5 Report dietary and nutrition issues and needs to the dietitian
2. Modify meals and menus according to individualised plan	2.1 Consult with dietitian to address the identified risks and needs of client groups 2.2 Modify meals and menus to meet the nutritional and dietary needs of the client group using relevant guidelines 2.3 Assess meals and menus for their suitability for texture modification to meet special nutritional and dietary needs, using relevant guidelines 2.4 Incorporate sufficient choices of dishes and drinks in to menus for special needs, using relevant guidelines 2.5 Provide information regarding individualised plan to client when appropriate and as directed by dietitian or relevant health professional
3. Monitor and report on client status and acceptance of individualised plan	3.1 Provide feedback about changes to, needs, food preferences and individualised plan to food services and to dietitians 3.2 Report the acceptability, tolerance and consumption of meals by the client to the dietitian or relevant health professional 3.3 Identify problems which may affect the client’s ability to eat or drink to the dietitian and/or other relevant health professional, according to organisation policies and procedures 3.4 Provide feedback on consistently poor client meal choices to the dietitian 3.5 Follow systems designed by a dietitian to monitor, document on client nutritional status 3.6 Monitor the nutrition status of clients using standard and validated tools and nutritional indicators 3.7 Report the progress of client nutritional status to the dietitian, and/or other health professional according to organisational protocols and timeframes

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA019 Assist with the monitoring and modification of meals and menus according to individualised plans

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has (under the direction of a dietitian):

planned and modified meals and menus according to at least 3 individualised plans, 1 in a simulated environment and 2 in the workplace

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

Australian dietary guidelines and other relevant guidelines

cooking methods and equipment

food preparation and food service systems

principles of nutrition, diet therapy, nutrition supplements and factors that place clients at risk of malnutrition and inadequate hydration

common fluid and food restrictions

texture modification

oral nutrition support products and enteral feeds

aspects of physical and mental condition, which might affect a client’ ability to eat and/or feed oneself, including:

arthritis

broken bones

confusion

pain

poor dentition

pressure sores

recovery from stroke

swallowing problems

range of menus and menu items

various cultural requirements in relation to food, relevant to the profile of the community served by the organisation

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in the workplace under direction and supervision (direct, indirect, remote) as determined by the dietitian.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

food safety and standards and procedures

manufacturers’ manuals and recommendations for equipment

food packaging and storage requirements

work plan

individualised plans and any relevant equipment outlined in the plan

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA020 Support food services in menu and meal order processing

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTNA305D/HLTNA301D. Significant changes to elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to implement meal order systems, distribute and process general and therapeutic menus and meal orders, distribute food and monitor client satisfaction.

This unit applies to allied health assistants and should be performed under the direction and supervision (direct, indirect or remote) of a dietitian. Individuals will take responsibility for their own outputs and may participate in work teams. A range of well developed skills and some discretion and judgement is required of workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	The Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Distribute and collect general menus and/or meal orders for clients	1.1 Distribute menus to clients, or use meal order systems, according to established routines and procedures 1.2 Provide guidance to client, to ensure that meal choices are consistent with the individualised plan 1.3 Provide assistance to client with specific cultural and/or religious requirements in accordance with organisation guidelines and report any problems meeting these needs to supervisor immediately 1.4 Collect menus and/or meal orders and assist clients with placing orders and marking menus as appropriate in line with role 1.5 Distribute and collect menus for clients receiving diet or nutrition care according to established routines and procedures 1.6 Record and provide feedback regarding food preferences and consistently poor menu and/or meal choices to the appropriate person
2. Implement nutrition support services	2.1 Collate menus and meal orders, including orders for clients receiving diet therapy or nutrition support 2.2 Provide information to support the delivery of menu items chosen by the client, according to established routines and procedures 2.3 Check meal orders for accuracy against the individualised plan developed by a dietitian, or other health professional 2.4 Tally, collate and report menu items
3. Prepare and deliver nutrition supplements	3.1 Prepare, supply and deliver nutrition supplements according to organisation procedures and dietitian’s instructions 3.2 Discard out of date nutrition support items and information 3.3 Report any significant wastage to the appropriate personnel in accordance with role and organisation requirements 3.4 Maintain the workplace in a clean and tidy order to meet workplace standards
4. Comply with personal hygiene standards and food safety program	4.1 Prepare nutrition supplements and provide support services according to the food safety program 4.2 Identify and report processes and practices that are not consistent with the food safety program 4.3 Take corrective action according to the food safety program and within level of responsibility 4.4 Comply with personal hygiene requirements of the food safety program 4.5 Report health conditions and/or illness according to the food safety program 4.6 Wear clothing and footwear appropriate for food handling tasks and according to the food safety plan
5. Communicate changes in meal order, including meals for clients receiving diet therapy or nutrition support	5.1 Maintain knowledge of client admissions, transfers and discharges 5.2 Process meal orders for food services 5.3 Provide information to support the delivery of chosen menu items to the food service within the required time frame
6. Monitor client satisfaction with food services	6.1 Collect client satisfaction, using standard and validated tools 6.2 Regularly monitor overall levels and changes in client satisfaction 6.3 Provide feedback regarding overall levels and changes in levels of satisfaction to the appropriate person 6.4 Use relevant feedback from clients to revise menus

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA020 Support food services in menu and meal order processing

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTNA305D/HLTNA301D. Significant changes to elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has (under the direction of a dietitian):

distributed menus or used other systems with clients to collect meal orders, processed therapeutic meal orders and delivered food orders to at least 3 clients, 1 in a simulated environment and 2 in the workplace

prepared different nutritional supplements for at least 3 clients, 1 in a simulated environment and 2 in the workplace

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

Australian dietary guidelines

organisation policy and procedures in relation to:

infection control as it relates to the allied health assistant’s role in assisting with food services and menu and meal planning

food, nutrition and special food guidelines

other specific organisation policies or procedures, including supervisory and reporting protocols

safe food handling

inter-relationships between food services and nutrition services, dietary departments concerning menu and meal order processing procedures, food production and delivery schedules

range of menus, and menu items and different types of menu management systems

various cultural requirements in relation to food, relevant to the profile of the community served by the organisation

feedback processes or systems used within the organisation

legal and ethical considerations relevant to allied health:

privacy, confidentiality and disclosure

work health and safety:

manual handling including identification and control of manual task risk factors

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in the workplace under direction and supervision (direct, indirect, remote) as determined by the dietitian.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

food safety and standards and procedures

manufacturers’ manuals and recommendations for equipment

relevant clothing and footwear

individualised plans and any relevant equipment outlined in the plan

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA021 Assist with screening and implementation of therapeutic diets

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Removal of pre-requisite. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to assess nutritional requirements of clients and participate in the implementation of therapeutic diets.

This unit applies to allied health assistants and should be performed under the direction and supervision (direct, indirect or remote) of a dietitian. Individuals will take responsibility for their own outputs and may participate in work teams. A range of well developed skills and some discretion and judgement is required of workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assist with basic nutrition risk screening	1.1 Confirm the client group for screening with a dietitian 1.2 Use the organisation’s established screening documentation to gather client information 1.3 Consult with other appropriate staff before conducting the screening 1.4 Explain the screening purpose and process to the client and seek feedback to determine their understanding 1.5 Conduct the screening using language appropriate to the client’s needs 1.6 Seek appropriate assistance if client participation issues arise
2. Use screening results to determine nutritional risk according to organisation protocol	2.1 Use screening results to determine level of risk for clients 2.2 Inform dietitian of at risk clients in a timely manner and according to organisation protocols 2.3 Implement re-screening 2.4 Complete screening forms and organise screening information
3. Provide nutrition support services for at risk clients under supervision of a dietitian and organisation protocol	3.1 Select appropriate nutrition support item or services 3.2 Implement nutrition intervention and communicate with food services 3.3 Prepare nutrition support item
4. Comply with supervisory requirements	4.1 Provide all assistance according to the instruction of dietitian and the individualised plan 4.2 Provide feedback to the dietitian regarding client progress 4.3 Seek client feedback about the tolerance of the nutrition support intervention and feedback to dietitian 4.4 Seek assistance when client presents with needs or signs outside limits of own authority or competence 4.5 Report client difficulties and concerns to the dietitian 4.6 Implement variations to the individualised plan under the direction of the dietitian
5. Clean and store materials and equipment	5.1 Use and clean any equipment according to manufacturer’s requirements 5.2 Store materials and equipment according to manufacturer’s requirements and organisation protocols 5.3 Report equipment problems or faults to appropriate person
6. Document client information	6.1 Use accepted protocols to report information in line with organisation requirements 6.2 Use appropriate terminology to document client response to screening 6.3 Maintain client records, according to organisation requirements

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA021 Assist with screening and implementation of therapeutic diets

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Removal of pre-requisite. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has (under the direction of a dietitian):

assisted with nutrition screening of 3 clients, 1 in a simulated environment and 2 in the workplace

prepared and/or provided nutrition support services, including preparing dietary supplements, to 3 clients, 1 in a simulated environment and 2 in the workplace

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

principles of:

the impact of diet on health

fluid intake

rehabilitation

an individualised plan

significance of nutritional risk indicators, including

weight loss

weight gain

appetite

bowel function

biochemical indicators

allergies and intolerances

swallowing issues

organisation policies and procedures in relation to:

screening and assessment

other specific organisation policies or procedures, including supervisory and reporting protocols

supplements, including supplement equivalents, and their use

special diets and their importance to a client’s health, including:

texture modified diets (TMDs) and national standards for TMD

high energy

high protein

modified salt, protein or potassium

diets for food intolerances including gluten free, fructose malabsorption, and lactose free

workings and protocols of the food service system

legal and ethical considerations relevant to allied health:

privacy, confidentiality and disclosure

work health and safety:

manual handling including identification and control of manual task risk factors

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in the workplace under direction and supervision (direct, indirect, remote) as determined by the dietitian.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

food safety and standards and procedure

manufacturers’ manuals and recommendations for equipment

food packaging and storage requirements

screening forms

nutrition supplements

individualised plans and any relevant equipment outlined in the plan

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA022 Prepare infant formulas

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Removal of pre-requisite. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to make up infant formulas and educate parents and/or carers in preparation requirements.

This unit applies to allied health assistants and work will be performed under the direction and supervision (direct, indirect or remote) of a dietitian. Individuals will take responsibility for their own outputs and may participate in work teams. A range of well developed skills and some discretion and judgement is required of workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare infant formulas	1.1 Identify appropriate recipe to meet infant requirements 1.2 Seek clarification from dietitian or referral source 1.3 Check measuring equipment for accuracy 1.4 Make up formula strictly according to the precise measurement requirements of the recipe 1.5 Comply with infection control requirements according to organisation protocols 1.6 Deliver the formula to the appropriate location

2. Clean and store work area, materials and equipment	2.1 Clean all surfaces and equipment with appropriate products as per food safety program, and according to organisation protocols and manufacturers requirements 2.2 Demonstrate work health and safety procedures for chemicals 2.3 Check all equipment for proper operation and report any faults or conditions to the appropriate person 2.4 Maintain the imprest stock system required in the formula area 2.5 Store equipment and formulas according to food safety program, manufacturer’s requirements and organisation protocols
3. Educate client and/or carer in the preparation, use and storage of nutrition formulas	3.1 Determine a time for the education of parent and/or carer 3.2 Gather all materials and products required for education and discharge 3.3 Prepare recipe instructions and details in a manner and style that will be practical for the home and understood by the parent and/or carer 3.4 Guide parent and/or carer through the preparation, use and storage of infant formulas 3.5 Check to ensure that the parent and/or carer understands the requirements 3.6 Organise any necessary follow up arrangements or feedback to the referrer
4. Comply with supervisory requirements	4.1 Seek parent and/or carer feedback about the infant formula 4.2 Provide parent and/or carer feedback to the dietitian 4.3 Implement variations under the direction of the dietitian
5. Document client information	5.1 Use accepted protocols to report information in line with organisation requirements 5.2 Use appropriate terminology to document information 5.3 Maintain client records according to organisation requirements

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA022 Prepare infant formulas

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Removal of pre-requisite. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has (under the direction of a dietitian):

made up 3 infant formulas according to prescribed recipe and using precise measurement as per referral, 1 in a simulated environment and 2 in the workplace

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

the importance of:

accurate formula preparation and need for the correct formula

aseptic conditions

different infant formulas and their use, including but not limited to:

elemental

semi-elemental

polymericspecialist

organisation policy and procedures in relation to:

infection control and food safety program as they relate to assisting with meals, menus and dietary guidelines

other specific organisation policies or procedures, including supervisory and reporting protocols

legal and ethical considerations relevant to allied health:

privacy, confidentiality and disclosure

work health and safety:

manual handling including identification and control of manual task risk factors

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in the workplace under direction and supervision (direct, indirect, remote) as determined by the dietitian.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

recipes and equipment for the preparation of infant formulas

food safety standards and procedures

manufacturers’ manuals and recommendations for equipment

food safety program

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA023 Support the provision of basic nutrition advice and education

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Removal of pre-requisite. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to support the provision of basic nutrition education to clients receiving diet therapy from a dietitian.

This unit applies to allied health assistants and work will be performed under the direction and supervision (direct, indirect or remote) of a dietitian. Individuals will take responsibility for their own outputs and may participate in work teams. A range of well developed skills and some discretion and judgement is required of workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Organise appropriate resources for dietary education	1.1 Obtain client education requirements from the dietitian 1.2 Check with the dietitian for details of the education process, timing of the process and monitoring and evaluation requirements 1.3 Check with the dietitian for details about possible client indicators that may need to be considered 1.4 Gather basic educational materials and products according to the directions of the dietitian 1.5 Develop or modify resources under the direction of the dietitian 1.6 Check with the dietitian that materials and products are appropriate for the client’s setting 1.7 Determine client availability
2. Assist with the provision of basic and scripted dietary and nutrition information and/or education to the client	2.1 Confirm the purpose of the information or education, based on the individualised plan with the client 2.2 Guide the client to ensure that meal choices are consistent with the individualised plan designed by the dietitian 2.3 Provide practical dietary education to support meal and food choices consistent with individualised plan 2.4 Use appropriate nutrition and dietetic resources and equipment 2.5 Seek feedback on the client’s understanding
3. Monitor client response to the information and/or education	3.1 Use appropriate strategies to monitor client according to individualised plan 3.2 Identify client deviations from the individualised plan and report to dietitian 3.3 Identify other indicators requiring dietary intervention in line with organisation procedures and protocols 3.4 Report identified indicators for dietary intervention to the dietitian 3.5 Seek client feedback on satisfaction with the dietetic service
4. Comply with supervisory requirements	4.1 Provide all assistance according to the instruction of dietitian 4.2 Provide feedback to the dietitian regarding client progress 4.3 Seek assistance when client presents with needs or signs outside limits of own authority or competence 4.4 Report client difficulties and concerns to the dietitian 4.5 Implement variations to the education program and material under the direction of the dietitian
5. Clean and store materials and equipment	5.1 Use and clean any equipment according to manufacturers requirements 5.2 Store educational materials and any equipment according to manufacturers requirements and organisation protocols 5.3 Report equipment faults to appropriate person 5.4 Report educational material requirements such as need to re-stock according to organisation protocols
6. Document client information	6.1 Use accepted protocols to report information in line with organisation requirements 6.2 Use appropriate terminology to document client response to the information and/or education

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA023 Support the provision of basic nutrition advice and education

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Removal of pre-requisite. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has (under the direction of a dietitian):

used appropriate materials and equipment and followed procedures to provide nutrition information and/or education to 3 different clients, 1 in a simulated environment and 2 in the workplace

communicated effectively while providing nutritional information and education

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

anatomy and body systems

nutrition principles

cultural diets and restriction

human behaviour and social/interpersonal behaviour

the nutritional composition of food

food safety

organisation policy and procedures in relation to:

infection control and food safety as they relate to assisting with nutritional advice and education

other specific organisation policies or procedures, including supervisory and reporting protocols

client individualised plans, goals and limitations of diet therapy

contra-indications of diet therapy

appropriate use of equipment, materials and resources

legal and ethical considerations relevant to allied health:

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations of self and other allied health team members

work health and safety (WHS):

manual handling including identification and control of manual task risk factors

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in the workplace under direction and supervision (direct, indirect, remote) as determined by the dietitian.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including individualised plans and any relevant equipment outlined in the plan

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA024 Work within a community rehabilitation environment

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to work with clients to support rehabilitation within the community according to a rehabilitation plan.

This unit applies to workers in the community and should be performed under the direction and supervision (direct, indirect or remote) of a health professional.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work within a multidisciplinary team	1.1 Identify the roles of health professionals within the multidisciplinary team 1.2 Identify the range of support inputs required for the client’s rehabilitation, relevant to own role and responsibilities 1.3 Identify the range of supervisory requirements associated with supporting the implementation of a client’s rehabilitation plan, in collaboration with the supervising health professional 1.4 Clarify the nature of supervisory relationships with all professional workers 1.5 Clarify additional people to be included in communication regarding the implementation of a client’s rehabilitation plan 1.6 Provide feedback to relevant others according to the rehabilitation plan, including observation of client status and progress and feedback provided by the client and/or significant others
2. Provide holistic support to clients within the context of the rehabilitation plan	2.1 Identify the range of service inputs required to support a client’s rehabilitation plan 2.2 Identify the interrelationship between a range of service inputs and other supports 2.3 Identify additional client requirements outside the rehabilitation plan and discuss with the supervising health professional 2.4 Provide client with information to meet educational needs, according to the rehabilitation plan 2.5 Engage professional interpreters when required to support cultural and linguistic diversity
3. Address risk identification, hygiene and infection control issues in home care and community settings	3.1 Identify risks associated with working with the client in their home and community in accordance with local safety protocols 3.2 Develop and implement risk management plan in consultation with the supervising health professional and in conjunction with the client and in accordance with local protocols and procedures 3.3 Maintain personal hygiene and dress standard according to infection control and organisation requirements 3.4 Wear personal protective equipment (PPE) correctly according to organisation requirements 3.5 Report or initiate action within own area of responsibility, to redress any potential workplace hazards
4. Document client information	4.1 Use accepted protocols to document information relating to the rehabilitation program in line with organisation requirements 4.2 Provide regular feedback to the client’s care team 4.3 Use appropriate terminology and format to document the client’s progress, including any barriers or challenges to the rehabilitation plan

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA024 Work within a community rehabilitation environment

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

facilitated involvement and participation of 3 clients, 1 in a simulated environment and 2 in the workplace, in the rehabilitation process within the context of rehabilitation plans

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

the importance and meaning of home and belongings to clients and the nature and significance of working in the client’s home and community settings

the importance and practice of participation, social justice and equity

values and philosophies of community rehabilitation in practice

different frameworks, approaches and models of community rehabilitation

cross cultural issues in a community rehabilitation context

community advocacy groups

importance of principles and practices to enhance sustainability in the workplace, including environmental, economic, workforce and social sustainability

international classification of functioning, disability and health

organisation policy and procedures in relation to:

infection control

PPE

risk assessment and risk management associated with working in client homes and the community

legal and ethical considerations relevant to allied health:

duty of care

human rights

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

work health and safety

relevant national and/or state-based community services and programs and local community care services

medico-legal and legal implications of working outside the plans, specifically treatment style plan

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in a therapeutic workplace under direction and supervision (direct, indirect, remote) as determined by the health professional.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including rehabilitation plans and any relevant equipment outlined in the plan

modelling of industry operating conditions and contingencies, including provision of services to real people

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA025 Contribute to client flow and client information management in medical imaging

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Application

This unit describes the skills and knowledge required to support the efficient and timely flow of clients through a medical imaging unit.

This unit applies to workers assisting a medical imaging professional in a hospital or community based setting. It does not equip a worker to perform medical imaging. All work should be performed under direction and supervision as determined by a medical imaging professional.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Monitor procedure list to ensure best flow of clients	1.1 Input client data and information using the facility information management system following instructions from a medical imaging professional 1.2 Communicate with relevant stakeholders about client appointment times and availability according to instructions from a medical imaging professional 1.3 Answer questions about scheduling and specified client preparation requirements, referring all questions outside specified areas to relevant medical imaging professional 1.4 Liaise with office staff about client bookings, cancellations and rescheduling according to instructions from a medical imaging professional 1.5 Liaise with relevant parties about client transport requirements according to instructions from a medical imaging professional 1.6 Liaise with the relevant medical imaging professional about client flow requirements 1.7 Identify referral sources and client information requirements for the medical imaging process 1.8 Gather and process demographic client information prior to the medical imaging procedure 1.9 Process and dispatch medical imaging results accurately, according to a series of checking mechanisms to ensure the correct result is assigned to the correct client
2. Contribute to preparations for medical imaging procedure	2.1 Check accuracy of client identification and information according to organisation protocols and report any issues of concern appropriately 2.2. Complete a client preliminary interview according to instructions from a medical imaging professional 2.3 Identify special needs of clients and respond to and report according to organisation protocols and instructions from a medical imaging professional 2.4 Assist clients to change into gowns and/or scrubs according to client’s needs 2.5 Escort clients to and from examination rooms 2.6 Assist with additional preparations, as required within scope of responsibility and under the direction of a medical imaging professional 2.7 Obtain and collate results of previous relevant imaging and pathology according to organisation policy and guidelines
3. Respond to client needs and reactions	3.1 Provide assurance and support to anxious clients within scope of responsibility and report to the medical imaging professional 3.2 Respond to and report challenging client behaviour according to organisation protocols 3.3 Report any other observations of concern regarding client status according to organisation protocols
4. Work safely in a medical radiation environment	4.1 Use individual work practices in a manner consistent with radiation protection principles 4.2 Comply with organisation’s radiation management plan 4.3 Use required personal protective equipment (PPE) and personal monitoring in the medical imaging environment 4.4 Comply with all safety signs in the medical imaging environment 4.5 Report any concerns about radiation safety according to organisation protocols
5. Handle client information in a responsible manner	5.1 Scan medical imaging requests and input client data into the client data system 5.2 Input client demographics into digital imaging system 5.3 Print films and produce CDs, where necessary 5.4 Send imaging requests as required 5.5 Reconcile client information with other systems in line with organisation protocols 5.6 Input examination completion statistics according to instructions from a medical imaging professional 5.7 Use language specific to medical imaging when dealing with client data and information
6. Maintain information in a responsible manner	6.1 File client information according to organisation protocols 6.2 Organise client imaging data for clinical meetings 6.3 Contribute to the maintenance of accurate copies of other relevant documents, such as telephone lists, according to organisation requirements 6.4 Maintain client data and information in a manner that ensures confidentiality and is consistent with quality requirements

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA025 Contribute to client flow and client information management in medical imaging

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

supported the flow of 3 different clients, 1 in a simulated environment and 2 in the workplace, through a medical imaging unit

assisted 3 different clients, 1 in a simulated environment and 2 in the workplace, to follow required radiation and safety procedures

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

awareness and understanding of requirements for those dispensing ionising radiation to hold a Use License with the appropriate authority in that state/territory

client issues that might affect the imaging process and how to respond within the organisation policies and protocols, including:

anxiety

confusion

hoist requirement

behaviours of concern

interpreter requirements

clothing requirements for imaging

client manual handling requirements for lifting and transferring in the medical imaging environment

infection control requirements in the medical imaging environment

information technology (IT) terms and meanings in relation to imaging file transfer and risks and ramifications of renaming files

a range of medical imaging processes, what they are used for, the procedure and length of time to undertake the procedure and the images produced by each procedure, including:

general radiography

mammography

fluoroscopy

computed tomography (CT) scanning

magnetic resonance imaging (MRI) scanning

ultrasound

angiography

bone densitometry

legal and ethical considerations relevant to medical imaging:

privacy, confidentiality and disclosure

work health and safety (WHS) requirements within the medical imaging environment, including personal safety requirements in an MRI environment and hierarchy of MRI field control measures

personal radiation safety requirements in the medical imaging environment, including:

radiation protection principles

hierarchy of control measures

responsibilities of employees and employers under relevant regulations and codes of practice

emergency procedures

use and care of personal protective equipment and monitoring equipment

safety signs and their meaning

principles and practices of effective client flow and list management

quality requirements associated with the flow of clients in the medical imaging environment

organisation policies and protocols in relation to client flow in medical imaging and work role

electronic and paper appointment management systems

processes for acquiring and processing previous client information

systems for filing client data and other information

protocols for the dispatch of client reports

sterile technique requirements in the medical imaging environment

sources of client data and information, including:

picture archiving and communication system (PACS)

radiology information system (RIS)

hospital information system (HIS)

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in a therapeutic workplace under direction and supervision (direct, indirect, remote) as determined by the medical imaging professional.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

medical imaging equipment and guidelines

radiation management plan

personal protective equipment

modelling of industry operating conditions and contingencies, including provision of services to real people

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHA026 Support the medical imaging professional

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Application

This unit describes the skills and knowledge required to conduct activities essential for the functioning of a medical imaging environment, including, specialist cleaning, stock maintenance and set-up requirements.

This unit applies to workers assisting a medical imaging professional in a hospital or community based setting. It does not equip a worker to perform medical imaging. All work should be performed under direction and supervision as determined by a medical imaging professional.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Contribute to set-up for medical imaging	1.1 Assist with examination room preparation and tidiness 1.2 Refill medical imaging paper printer and film printer 1.3 Assist with the maintenance of hard copy film processor 1.4 Safely transport mobile X-ray and ultrasound equipment 1.5 Identify and report perceived equipment issues to the appropriate person
2. Clean medical imaging equipment and environment within scope of responsibility	2.1 Clean medical imaging equipment using appropriate materials and according to manufacturer’s requirements according to instructions from a medical imaging professional 2.2 Clean examination rooms as required 2.3 Contribute to the maintenance of a tidy and clean medical imaging environment 2.4 Conduct cleaning according to infection control requirements 2.5 Document cleaning processes according to organisation protocols 2.6 Use and dispose of cleaning materials and other waste according to manufacturer and organisation guidelines
3. Maintain medical imaging stock	3.1 Maintain levels of disposable stock according to organisation protocols 3.2 Monitor medical imaging supplies and order where required 3.3 Maintain adequate stocks of clean linen 3.4 Monitor oxygen cylinders and order when required
4. Provide client support for the imaging process	4.1 Assist the medical imaging professional with client transfers and movement in a manner consistent with safety requirements, medical imaging requirements, relevant lifting policies and infection control requirements according to instructions from a medical imaging professional 4.2 Assist with client and process needs during the medical imaging process under the direction of the medical imaging professional 4.3 Ensure own actions do not compromise sterile field
5. Work safely in a medical radiation environment	5.1 Work in a manner consistent with radiation protection principles 5.2 Comply with organisation’s radiation management plan 5.3 Use required personal protective equipment and personal monitoring in the medical imaging environment 5.4 Comply with all safety signs in the medical imaging environment 5.5 Report any concerns about radiation safety according to organisation protocols

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHA026 Support the medical imaging professional

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

supported the functioning of a medical imaging environment by conducting set up, equipment cleaning and stock control, in 1 simulated environment and then in 1 workplace

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

awareness and understanding of requirements for those dispensing ionising radiation to hold a Use License with the appropriate authority in that state/territory

different medical imaging processes, what they are used for, the procedure and length of time to undertake the procedure and the images produced by each procedure, including:

general radiography

mammography

fluoroscopy

computed tomography (CT) scanning

magnetic resonance imaging (MRI) scanning

ultrasound

angiography

bone densitometry

personal radiation safety requirements in the medical imaging environment, including:

radiation protection principles

awareness of the hierarchy of control measures

responsibilities of employees and employers under relevant regulations and codes

emergency procedures

use and care of personal protective equipment (PPE) and monitoring equipment safety signs and their meaning

legal and ethical considerations relevant to medical imaging:

privacy, confidentiality and disclosure

work health and safety (WHS) requirements within the medical imaging environment, including personal safety requirements in an MRI environment and hierarchy of MRI field control measures

quality requirements associated with the maintenance of a medical imaging environment

organisation policies and protocols in relation to aspects of medical imaging in own work role, including:

stock maintenance

specialist cleaning

set-up

infection control requirements for specialist cleaning

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in a therapeutic workplace under direction and supervision (direct, indirect, remote) as determined by the medical imaging professional.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

medical imaging equipment and guidelines

radiation management plan

PPE

modelling of industry operating conditions and contingencies, including provision of services to real people

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW001 Work with Aboriginal and/or Torres Strait Islander clients and communities

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements

Application

This unit describes the knowledge and skills required by a worker new to primary health care to work effectively with Aboriginal or Torres Strait Islander clients and their communities.

It enables the individual worker to understand the cultural and historical context surrounding issues facing Aboriginal and/or Torres Strait Islander clients and communities in order to support the delivery of primary health care.

This unit applies to all staff providing support to the delivery of primary health care. All work tasks are to be performed under supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Work in the context of Aboriginal and/or Torres Strait Islander history	1.1 Consider and respect local and national historical factors when working with Aboriginal and/or Torres Strait Islander people and their communities 1.2 Consider the impact of social, political, economic and environmental factors on Aboriginal and/or Torres Strait Islander people and their health
2.Work in a culturally safe manner	2.1 Deliver services as directed in a culturally sensitive and safe manner and in line with organisation policies, regulatory requirements and community protocols 2.2 Maintain confidentiality of client information regardless of personal, family and community pressures or status 2.3 Consider and respect local community values, beliefs and gender roles when providing health care to Aboriginal and/or Torres Strait Islander people

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Reading:	in order to interpret key information from policy and regulatory documentation
Oral communication:	in order to communicate in a culturally acceptable manner with community members
Learning	in order to locate, access and retrieve information on the impact of social, political, economic and environmental factors on Aboriginal and/or Torres Strait Islander people and in particular their health

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW001 Work with Aboriginal and/or Torres Strait Islander clients and communities

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

worked effectively with at least three Aboriginal and/or Torres Strait Islander clients by:

- using culturally safe and appropriate communication, including verbal and body language and gestures, with clients

- treating information obtained about a client with respect and confidentiality

- performing own work role in providing services with respect and consideration for Aboriginal and/or Torres Strait Islander people, their histories, cultures and current issues.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task, under supervision, outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

Aboriginal and/or Torres Strait Islander health issues and community beliefs, values, protocols and views on health needs

Aboriginal and/or Torres Strait Islander history, including:

- history, social structures, beliefs and values of traditional and contemporary Aboriginal and/or Torres Strait Islander communities in Australia

- effects of colonisation as experienced by Aboriginal and/or Torres Strait Islander people

- historical dilemmas faced by Aboriginal and/or Torres Strait Islander people

history of primary health care and community-controlled health

basic principles of primary health care

impacts of government policies and legislation on Aboriginal and/or Torres Strait Islander communities

rights and responsibilities of clients and workers including code of conduct and duty of care

issues and challenges for local Aboriginal and/or Torres Strait Islander communities which may impact on work role and delivery of services.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

under supervision, as part of a primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or impractical.

Simulated assessment environments must simulate a real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW002 Support clients to obtain access to health services

Modification History

Release	Comments
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Corrections to metadata and mapping. Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements

Application

This unit describes the knowledge and skills required by a new worker in primary health care to provide basic support to assist Aboriginal and/or Torres Strait Islander clients and community to gain access to available health services. The unit involves the communication of basic health information about health services. It does not involve the worker performing a health check or specific details of health issues.

This unit applies to all staff providing support to the delivery of primary health care. All work tasks are to be performed under supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Support clients to communicate with service providers	1.1 Explain services offered by specific health service providers to clients and/or significant others 1.2 Support clients to use their preferred language when communicating with service providers 1.3 Use appropriate visual aids and other resources to support client’s understanding 1.4 Show respectful and culturally appropriate behaviour and communication to the client and/or significant others
2. Assist service providers to understand client and community needs	2.1 Communicate client needs and concerns to service providers to support access to services 2.2 Communicate local community values, beliefs and gender roles to service providers as required 2.3 Explain the role of traditional healers in the community to service providers as required
3. Give practical support to clients when accessing health services	3.1 Book client appointments as required 3.2 Inform client and/or significant other person of appointments 3.3 Organise and/or provide transport to enable clients and significant other person/s to travel to and from health service provider 3.4 Contact clients as required to ensure appointments are kept 3.5 Follow-up with client and/or significant other person after appointments as required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to interpret and communicate temporal data, including minutes, hours, days and weeks in order to schedule client appointments
Writing	in order to record client details when making bookings

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW002 Support clients to obtain access to health services

Modification History

Release	Comments
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Corrections to metadata and mapping. Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

under supervision, supported at least three individual Aboriginal and/or Torres Strait Islander clients to access health services by:

- encouraging each client to use their preferred language, visual aids and other resources to support understanding

- explaining and clarifying basic health information and services to the client

- ensuring the client has understood the services available

- ensuring service providers understand client and community health needs, values and beliefs

- arranging the time, attendance and follow up for the client to attend health services and appointments, including organising travel arrangements.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

language or languages, as spoken within the community and the workplace (verbal skills essential, written not essential)

interpreter and/or translation services available to assist clients and the service provider

terminology relevant to specific aspects of care provided and the workplace

the culture of the client, caregiver and health service provider

the communication style of the client, caregiver or health service provider

organisation policies, guidelines and procedures, including reporting procedures appropriate to the role.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

under supervision, as part of a primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW003 Provide basic health information to clients

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the skills and knowledge required by a new worker in primary health care to deliver clear instructions and basic healthy lifestyle information to Aboriginal and/or Torres Strait Islander clients. The unit includes basic information on nutrition and environmental health and basic information to support implementation of a client’s health care plan.

This unit applies to all staff providing support to the delivery of primary health care. All work tasks are to be performed under supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Clarify client needs for health information	1.1 Use communication skills appropriate to individual clients and/or significant others to gain information about the client’s specific basic health issues and needs 1.2 Consider cultural practices and beliefs when clarifying information needs of the client 1.3 Use principles of confidentiality to communicate findings about client information needs to appropriate staff 1.4 Gain information from health service providers to pass on to the client and/or significant other and clarify as required 1.5 Accurately record all information about the client as required by organisational standards
2. Provide basic health information to client	2.1 Use effective communication skills to deliver relevant health information to the client in line with client, community, organisation and legislative requirements 2.2 Provide basic information about healthy lifestyle, including nutrition and environmental health factors 2.3 Provide basic information to support individual health care plan 2.4 Provide information to support a self-care approach
3. Assist in the evaluation of health information provision	3.1 Consult client and/or community about effectiveness of health information 3.2 Seek feedback to determine how well health information has been understood 3.3 Provide feedback to supervisor and appropriate personnel

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Reading	in order to interpret key information in health documentation

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW003 Provide basic health information to clients

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

provided basic health information to at least three Aboriginal and/or Torres Strait Islander clients by:

- gaining and clarifying each client’s health information requirements in a culturally sensitive manner

- providing basic health information specific to the needs of each client, including information on:

o nutrition and environmental health

o individual health care planning

o self-care and management approaches

- getting feedback from each client on the services received

- providing feedback to relevant personnel regarding the effectiveness of health information.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role under supervision.

This includes basic knowledge of:

major body systems, organs and their functions, including:

- cardiovascular system (including heart, arteries and veins)

- respiratory system (including lungs, nose, mouth, throat)

- senses (including sight, hearing, smell, touch, taste and equilibrium)

- skin and integumentary system (including	skin layers, hair and nails)

- digestive and gastrointestinal system (including stomach, intestines, bowel)

- nervous system (including brain and nerves)

- circulatory system (including arteries and veins)

- genitourinary system (including male and female genital and reproductive systems)

- endocrine system (including glands and hormones)

- musculoskeletal system (skull, skeleton, muscles, body tissue)

factors contributing to healthy lifestyles including:

- nutrition

- exercise and activity

- alcohol consumption

- smoking

- use and abuse of prescribed and illicit drugs

- healthy weight range

- environmental factors

- mental, social and emotional health and wellbeing

processes to prevent infection and chronic diseases

community health issues

health care plans

organisational standards, policies and procedures.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

under supervision, as part of a primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW004 Perform work role in Aboriginal and/or Torres Strait Islander primary health care context

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Application

This unit describes the knowledge and skills required by a worker in primary health care to work effectively and appropriately with Aboriginal and/or Torres Strait Islander clients and community. The unit includes the worker researching, understanding and performing their role in the broader primary health care context, as well as planning to further improve their work practices.

This unit applies to all staff providing support to the delivery of primary health care and can be adapted for a range of entry-level roles within the context of primary health care for the Aboriginal and/or Torres Strait Islander community. All work tasks are to be performed under supervision.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	The Performance Criteria specify the level of performance needed to demonstrate achievement of the Element.
1. Inform own role	1.1 Identify individual personnel in the organisation and their role 1.2 Identify and apply work policies and procedures 1.3 Consider how own role contributes to the organisation’s work to provide primary health care in the Aboriginal and/or Torres Strait Islander community
2. Perform work tasks	2.1 Use time management skills to organise and perform work tasks during required hours 2.2 Locate and use required workplace forms, processes and systems to complete work tasks 2.3 Identify and wear appropriate clothing and/or personal protective equipment as required 2.4 Seek clarification and direction about work tasks as required 2.5 Complete all designated work tasks on time and to required organisational standards
3. Communicate effectively within work role	3.1 Use respectful and effective oral communication methods with staff, clients and community members 3.2 Respect privacy and confidentiality when handling all client information 3.3 Complete all relevant documents accurately and on time and seek guidance as required
4. Identify future pathways	4.1 Reflect on work performances including own strengths and areas for improvement 4.2 Seek feedback on work performance 4.3 Discuss options for skill and knowledge development with supervisor and/or colleagues 4.4 Identify opportunities for learning to improve own skills and further career opportunities in primary health care

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to manage time and organise work tasks
Reading	in order to interpret key information in workplace forms and procedures relevant to job role
Oral communication Learning	in order to listen to information and/or instructions from staff, clients and community members in order to comprehend own role in the workplace in relation to the role of colleagues and team members

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW004 Perform work role in Aboriginal and/or Torres Strait Islander primary health care context

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

effectively performed at least three different work tasks within their work role. This includes:

- attending at the workplace at all required times

- communicating with and seeking clarification/guidance from relevant personnel as required

- organising own time to perform work tasks according to deadlines

- using appropriate and/or required clothing and equipment and personal protective equipment

- completing all documentation accurately and on time as required by work task

- gaining feedback for each work task from relevant staff in the workplace

- following all relevant workplace processes, and organisational procedures and policies

- dressing to show respect to staff, clients and community

- communicating respectfully and effectively with staff, clients and community

- respecting the confidentiality of all client information received as part of the role

identified development within own role in discussions with manager or senior staff on at least one occasion by:

- defining how own role contributes to Aboriginal and/or Torres Strait Islander primary health care

- identifying at least one area for skill improvement to perform work tasks and/or at least one area of own interest to pursue within the primary health care context

- seeking opportunities for further development.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

a basic understanding of the purpose of primary health care and in particular its role within the context of Aboriginal and Torres Strait Islander clients and communities

services typically provided by a primary health care service, including health promotion, illness prevention, treatment of chronic diseases, care of the sick, advocacy and community development

staff and teams typically involved in a primary health care service and their specific roles

scope of own work role

organisation standards, policies and procedures relevant to performance of own role

organisation structure, staff and their roles.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

under supervision, as part of a primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW005 Work in an Aboriginal and/or Torres Strait Islander primary health care context

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the knowledge and skills required to deliver primary health care services within the context of Aboriginal and/or Torres Strait Islander health. It provides an understanding of historical, political and other significant factors impacting on the current health of Aboriginal and/or Torres Strait Islander communities.

This unit applies to Aboriginal and/or Torres Strait Islander Health Workers working as part, and under the supervision, of a multidisciplinary primary health care team to provide a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Identify factors impacting on Aboriginal and/or Torres Strait Islander health and the delivery of primary health care services	1.1 Consider the national and local history of Aboriginal and/or Torres Strait Islander people as a factor in primary health care work 1.2 Consider the impact of social, political, spiritual, economic and environmental factors on the health of Aboriginal and/or Torres Strait Islander people
2. Apply primary health care principles	2.1 Ensure primary health care principles underpin service provision and work practices 2.2 Deliver services that support self-determination and empowerment in Aboriginal and/or Torres Strait Islander people and communities 2.3 Demonstrate commitment to achieving access and equity in health services for Aboriginal and/or Torres Strait Islander people 2.4 Establish and maintain networks with health care agencies and associated services to support Aboriginal and/or Torres Strait Islander health care
3. Work in a culturally appropriate and safe manner	3.1 Consider and respect local community values, beliefs and gender roles when providing health care to Aboriginal and/or Torres Strait Islander people 3.2 Deliver health services safely in line with organisation policies, regulatory requirements and community protocols 3.3 Apply cultural safety protocols in the implementation of government policies, research and data collection, and the delivery of services to Aboriginal and/or Torres Strait Islander people 3.4 Identify any cultural factors that produce stress, impact personal wellbeing or have a potential to impact on own work practices, and report as appropriate
4. Apply Aboriginal and/or Torres Strait Islander health policies and resources	4.1 Identify relevant aspects of Aboriginal and/or Torres Strait Islander health strategies, policies, bodies and resources 4.2 Ensure policies and resources are applied in line with identified needs of Aboriginal and/or Torres Strait Islander people and communities 4.3 Identify barriers to access and equity in relation to Aboriginal and/or Torres Strait Islander health 4.4 Take available opportunities to advocate on behalf of Aboriginal and/or Torres Strait Islander people and/or communities 4.5 Reflect on work practices in Aboriginal and/or Torres Strait Islander community-controlled organisations and on current strategies, programs and models that address Aboriginal and/or Torres Strait Islander primary health care issues 4.6 Maintain confidentiality of client information

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Learning	in order to locate, access and interpret information on factors impacting on Aboriginal and/or Torres Strait Islander health and the delivery of primary health care services in order to apply primary health care principles in familiar and some less familiar contexts
Reading	in order to interpret key information in organisational policies and regulations, health strategies and relevant resources

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW005 Work in an Aboriginal and/or Torres Strait Islander primary health care context

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

worked with at least three Aboriginal and/or Torres Strait Islander clients in the primary health care context by:

- interacting and communicating in a culturally safe manner with and on behalf of Aboriginal and/or Torres Strait Islander clients in line with identified community needs and workplace requirements-

- working within the scope of their job role to apply the principles of primary health care in the delivery of health care services to each client, considering their individual needs

- working with an understanding of the impact of historical, social, political, spiritual and environmental factors on the health of Aboriginal and/or Torres Strait Islander people

- identifying and applying relevant aspects of Aboriginal and/or Torres Strait Islander policies, strategies and resources in line with the scope of their role.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

Aboriginal and/or Torres Strait Islander history, including:

- social structures, beliefs and values of traditional and contemporary Aboriginal and/or Torres Strait Islander communities in Australia

- impact of colonisation as experienced by Aboriginal and/or Torres Strait Islander people

- historical dilemmas faced by Aboriginal and/or Torres Strait Islander people (e.g. to acknowledge or deny Aboriginality)

- impact of government policies and legislation on Aboriginal and/or Torres Strait Islander communities, families and individuals

specific health concerns and issues for Aboriginal and/or Torres Strait Islander clients and community, including:

- community perceptions of major health issues affecting them and underlying causes

- key health statistics (national, state and/or local) for Aboriginal and/or Torres Strait Islander people compared to those of non-Aboriginal and/or Torres Strait Islander population (such as life expectancy at birth, infant mortality rate and age-standardised mortality ratios for selected health conditions)

- chronic illnesses impacting on the Aboriginal and/or Torres Strait Islander community, including cardiovascular disease, kidney disease, respiratory disease, diabetes, cancer, obesity and asthma

social, cultural and environmental factors impacting on Aboriginal and/or Torres Strait Islander health status, including:

- traditional Aboriginal and/or Torres Strait Islander cultural practices and lifestyle

- importance of land, tradition and cultural practices to Aboriginal and/or Torres Strait Islander people’s health

- socio-economic and political factors

- perpetuation of disadvantage

- importance of personal achievement, education and supportive family/social networks

- strategies for Aboriginal and/or Torres Strait Islander families to maintain strong culture and supportive social networks, and maximise educational, employment and social opportunities for their children

- environmental factors such as overcrowding and housing and infrastructure conditions

relevant definitions of ‘health’ (including those of the World Health Organisation and the National Aboriginal Community Controlled Health Organisation)

principles of primary health care, including health promotion, illness prevention, treatment of chronic diseases, care of the sick, advocacy and community development

relevant aspects of health care system, including:

- relevant agencies such as Medicare, Centrelink, and Aboriginal and/or Torres Strait Islander health organisations

- access to various benefits, including Medicare, pharmaceutical and related social benefits

- federal and state legislation and regulations impacting on delivery of primary health care

principles and organisation procedures and policies relating to confidentiality and privacy.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of, and under the supervision of, a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW006 Facilitate and advocate for the rights and needs of clients and community members

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required knowledge and skills for primary health care workers to assist Aboriginal and/or Torres Strait Islander clients and communities to understand their rights and communicate their needs within a self-determination framework. This includes the use of interpreter and translation services to liaise with service providers to enable clients to access a range of health services. This unit does not assume the individual worker has interpretation and/or translation qualifications to provide these services themselves.

This unit applies to Aboriginal and/or Torres Strait Islander Health Workers working as part, and under the supervision, of a multidisciplinary primary health care team to provide a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Identify the rights, needs and options available to the client	1.1 Use culturally appropriate and safe communication to assist the client to identify their needs in relation to health issues and services 1.2 Support client to identify needs that are not being met by existing services or supports 1.3 Provide client with information about their rights and options for meeting their needs 1.4 Assist client to identify their preferred option and negotiate other options, as required
2. Assist the client to present their own needs	2.1 Assist client to make contact with relevant persons and agencies 2.2 Provide client with information and support them to present their rights and needs 2.3 Encourage client to communicate in their preferred language, and provide support as required 2.4 Assist client to put their views to relevant persons and agencies to meet their needs as required 2.5 Follow organisational procedures to arrange for interpreting and translation services as requested or required by clients
3. Advocate for the client when self-advocacy is not possible	3.1 Identify relevant individuals or agencies and contact them about the specific issue 3.2 Clearly represent the client’s point of view to those involved 3.3 Use clear, appropriate and accessible language that values and respects each individual 3.4 Discuss progress and outcomes with client 3.5 Use translation and interpretation services to ensure the client’s understanding and involvement in the process, as required 3.6 Maintain client confidentiality at all times when communicating client information
4. Liaise with health service providers to meet client and community needs	4.1 Inform multidisciplinary health service teams of ongoing and/or changing individual and community needs and issues that may impact on service provision 4.2 Communicate local community values, beliefs and gender roles to service providers, as required 4.3 Explain to service providers, as required, the role of traditional healers in the community 4.4 Consult health service providers about the organisation and delivery of health services in the community 4.5 Undertake consultation to provide clients with reasonable and timely access to general and specialist health services required outside their own community
5. Promote the rights, needs and interests of the client	5.1 Regularly discuss rights and needs of clients with other workers and supervisor 5.2 Make suggestions to other workers and supervisor about ways to improve services to clients 5.3 Implement changes as required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Reading	in order to interpret and synthesise information and provide to client

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW006 Facilitate and advocate for the rights and needs of clients and community members

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

supported Aboriginal and/or Torres Strait Islander clients and/or groups to identify, clarify and present their rights and needs on at least three occasions by:

- using culturally safe and appropriate communication skills to work effectively with Aboriginal and/or Torres Strait Islander clients

- identifying avenues for addressing each client’s issues and/or concerns and/or improving services provided

- supporting individual clients to express themselves in culturally appropriate and safe ways to service providers to access services

- supporting individual clients to use their preferred language to communicate

- advocating on behalf of clients and/or community groups where they were unable to express individual or collective concerns.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

organisational policies, guidelines and procedures and legislation or regulations relating to:

- client confidentiality

- referral, including various levels of urgency, and follow-up of client

- mandatory reporting

- notifiable communicable diseases

- limits of own ability and authority

- reporting procedures

- documentation

a basic understanding of:

- Charter of Human Rights of the Child

- Child Protection Legislation

- Domestic Violence Legislation

- Anti-discrimination Legislation

- Centrelink and Veteran Affairs Guidelines

referral options and resources available to community members

existing program policy

interpreter and/or translation services available within local and regional areas

language or languages, written and/or spoken, as required within the community and workplace

medical terminology relevant to the workplace

communication style and culture of the client, caregiver and health service provider.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of, and under the supervision of, a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW007 Undertake basic health assessments

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the knowledge and skills required to undertake a range of basic health assessments of Aboriginal and/or Torres Strait Islander clients, including infants, children and adults.

This unit applies to Aboriginal and/or Torres Strait Islander Health Workers working as part, and under the supervision, of a multidisciplinary primary health care team to provide a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Obtain client information	1.1 Establish a relationship of trust with the client by demonstrating and respecting confidentiality 1.2 Use effective, culturally appropriate and safe communication to gain information from the client and/or significant others about general health, chronic conditions and specific presenting problems including any medications being taken 1.3 Access available documentation and written sources of information in relation to client’s health 1.4 Consult relevant allied health professionals about client’s health 1.5 Accurately record client information on client file according to organisation procedures and policies
2. Perform basic physical examination	2.1 Explain the purpose and procedures involved in the examination to the client using culturally appropriate and safe communication skills 2.2 Confirm client understanding and gain client consent to the examination 2.3 Consider and respect Aboriginal and/or Torres Strait Islander community values, beliefs and gender roles when undertaking examination 2.4 Conduct examination according to organisation procedures and policies, standard infection control and workplace health and safety requirements 2.5 Accurately record measurements and findings and identify any significant variation from normal ranges according to organisational procedures 2.6 Identify non-clinical factors potentially responsible for significant variations identified and repeat assessments as required 2.7 Use, maintain and regularly clean medical equipment according to organisational procedures, standard infection control and workplace health and safety requirements
3. Summarise and present findings	3.1 Accurately document client history and examination findings in the client’s file in accordance with organisational policies and procedures 3.2 Present and discuss client history and findings of physical examination with primary health care team according to organisational policies and procedures 3.3 Identify common, uncomplicated health conditions based on history, physical examination and available information about presenting problem 3.4 Recognise and assess self-management issues for clients with chronic conditions with primary health care team 3.5 Promptly inform senior health staff about serious or potentially serious health problems including chronic conditions, according to organisational procedures and policies 3.6 Identify and confirm with supervisor issues arising out of examination requiring mandatory notification 3.7 Report notifiable diseases identified to supervisor and/or an appropriate authority in line with jurisdictional requirements
4. Support client’s physical wellbeing	4.1 Explain findings of physical examination to client in a culturally appropriate and safe manner according to organisation policies and procedures 4.2 Support client to improve and maintain health through a self-care approach and provide brief intervention as required 4.3 Discuss with the client and/or significant others any identified barriers and options to self care for clients with chronic conditions 4.4 Check for client understanding of information and encourage client to ask questions about health care

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW007 Undertake basic health assessments

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

worked with at least five Aboriginal and/or Torres Strait Islander clients, including infants, adults and children to:

- conduct a health assessment of each client by:

o using a structured approach to assessment

o taking and recording relevant details of client’s history and current state, including body language

o observing and assessing client’s health in line with guidance

o using correct procedures and protocols to examine common client presentations

o using medical equipment correctly

o taking standard precautions for infection control

o summarising and reporting findings in line with organisation procedures and protocols

- interpret the outcomes of the assessment of each client by:

o identifying any significant variations from normal range of assessment outcomes for each client

o identifying and acting upon situations requiring urgent action according to organisation procedures

o recognising common uncomplicated health conditions from clinical features of each client

- used effective and culturally appropriate and safe communication and interaction with each client and/or significant others, including:

o eliciting relevant information from client or documents

o clearly explaining examination procedures and protocols to client

o making appropriate referrals

- recorded all findings in accordance with organisational procedures and policies with adherence to client confidentiality.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

organisational policies and procedures and legislation or regulations relating to:

- client confidentiality

- referral, including various levels of urgency

- mandatory reporting

- notifiable communicable diseases

- limits of own ability and authority

infection control and workplace health and safety procedures

knowledge of anatomy and physiology to identify major body systems, relevant organs and their functions, including:

- cardiovascular system (including heart, arteries and veins)

- respiratory system (including lungs, nose, mouth, throat)

- senses (including sight, hearing, smell, touch, taste and equilibrium)

- skin and integumentary system (including skin layers, hair and nails)

- digestive and gastrointestinal system (including stomach, intestines, bowel)

- nervous system (including brain and nerves)

- circulatory system (including arteries, veins)

- genitourinary system (including male and female genital and reproductive systems)

- endocrine system (including glands and hormones)

- musculoskeletal system (skull, skeleton, muscles, body tissue)

common conditions and presenting problems associated with major body systems and relevant organs, including chronic conditions

acute chronic conditions impacting on Aboriginal and/or Torres Strait Islander clients and communities, including:

- cardiovascular disease

- diabetes

- cancer

- chronic respiratory disease

- chronic kidney disease

- asthma

- arthritis

features of chronic illness, including:

- complex causality

- multiple risk factors

- long latency periods

- a prolonged course of illness

- functional impairment or disability

determinants of chronic conditions, including:

- smoking

- physical inactivity

- nutrition

- alcohol intake

- use of illicit drugs

- obesity

purpose, procedures and equipment involved in the following examinations, including:

- clinical hand wash

- external physical observations

- adult and paediatric methods for measuring:

o temperature

o pulse and respiration

o blood pressure

o blood glucose level

o haemoglobin

o weight and height

o length

o head and waist circumference

o visual acuity and ear examination

o peak expiratory flow rate (peak flow meter)

o INR (a test for blood clotting)

o glycohaemoglobin

o spirometry (measuring lung function)

o ECG (to detect cardiac abnormalities)

‘normal’ range of outcomes of physical assessments

non-clinical reasons for significant variation from ‘normal’ range of outcomes

common over-the-counter and prescribed medicines used within the community and their general purposes

basic knowledge relating to pregnancy and birthing, including:

- basic mechanics of pregnancy and birthing

- impact of smoking and alcohol in pregnancy

- impact of chronic conditions on pregnancy and birthing.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of, and under the supervision of, a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW008 Assist in planning and implementation of basic health care

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required knowledge and skills to assist in the planning and implementation of a health care plan to address findings from clinical assessments. Actions as part of the plan may include delivering information, supporting healthy lifestyle practices, and explaining and supporting medication use and specific medical procedures.

This unit applies to Aboriginal and/or Torres Strait Islander Health Workers working as part, and under the supervision, of a multidisciplinary primary health care team to provide a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Assist in planning a care response to a health assessment	1.1 Show consideration of Aboriginal or Torres Strait Islander community values, beliefs and gender roles when assisting in developing a health care plan 1.2 Provide assistance to develop care plan, including delivering health care services with the primary health care team and other health care providers 1.3 Take immediate action in line with standard treatment protocols to address life-threatening conditions, injuries or events appropriate to own role and authority 1.4 Document care plan in line with standard protocols for health management and organisation procedures 1.5 Ensure care plan supports clients in taking a self- care approach to health, in line with individual needs and organisation requirements
2. Communicate the need for a health care plan	2.1 Use culturally appropriate and safe communication with client and/or significant others to discuss health assessment findings and the need for a health care plan 2.2 Explain the purpose and impact of a primary health care plan to the client and/or significant others 2.3 Encourage the client to ask questions about the health care plan to support understanding and agreement 2.4 Seek support from primary health care team members to support the client’s understanding of the need and scope of the health care plan as required
3. Implement treatment under health care plan	3.1 Use visual aids and other resources to explain each aspect of the treatment to the client and/or significant others and check their understanding and agreement 3.2 Initiate treatment as part of health care plan following organisational procedures 3.3 Deliver health care services with reference to the primary health care team and other providers 3.4 Report serious or potentially serious health problems as determined in organisational protocols 3.5 Follow all organisational procedures supporting infection control and workplace health and safety 3.6 Implement basic life-support and clinical treatments in line with organisational guidelines and limits of own ability and authority 3.7 Assist clients requiring referral to gain access to appropriate service providers
4. Monitor effectiveness of care	4.1 Monitor health, chronic conditions, symptoms and potential acute presentations of the client in accordance with care plan and as negotiated with the client and/or significant others 4.2 Communicate with client and/or significant others about the progress of or concerns about the care plan 4.3 Review and evaluate effectiveness of care against care plan and adjust as required in consultation with primary health care team, other health professionals and organisational procedures 4.4 Undertake effective networking and liaison with external health care and other service providers to facilitate client access to services 4.5 Document client progress in the client’s file in accordance with organisational policies and procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to use and record data from medical equipment, including thermometers, blood glucose testing units and peak expiratory flow rate meters in order to measure vital signs, including temperature, pulse, blood pressure andture, pulse, blood pressure,temperature, pulse, blood pressure, respiratory rate and blood sugar level, blood pressure testing respiratory rate

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW008 Assist in planning and implementation of basic health care

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

assisted in the planning and implementation of basic health care for at least five Aboriginal and/or Torres Strait Islander clients by:

- communicating in culturally safe and appropriate ways with each client and/or significant others to effectively:

o gather information to assess health status

o communicate care plan options

o check the client and/or significant other’s understanding of information provided

o supporting clients to implement self-management strategies

- documenting the health care plan according to organisation procedures and policies

- using relevant medical equipment safely and correctly to implement health care plan

- recognising situations requiring immediate or urgent action and acting appropriately

- making appropriate referrals, and providing accurate and relevant details to clients and referral agencies

- assisting clients to access relevant benefits associated with the health care system, including, Medicare, pharmaceutical and other related benefits

- recognising appropriate progress in relation to identified criteria for client care plan

- determining further actions in the context of monitoring and evaluating outcomes with colleagues

- maintaining client confidentiality according to organisational procedures and policies.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

- organisational policies and procedures and legislation or regulations relating to:

- client confidentiality

- referral, including various levels of urgency, and follow-up of client

- mandatory reporting

- notifiable communicable diseases

- limits of own ability and authority

- reporting procedures

- documentation

- infection control and workplace health and safety procedures

- knowledge of anatomy and physiology to identify major body systems, relevant organs and their functions, including:

o cardiovascular system (including heart, arteries and veins)

o respiratory system (including lungs, nose, mouth, throat)

o senses (including sight, hearing, smell, touch, taste and equilibrium)

o skin and integumentary system (including skin layers, hair and nails)

o digestive and gastrointestinal system (including stomach, intestines, bowel)

o nervous system (including brain and nerves)

o circulatory system (including arteries, veins)

o genitourinary system (including male and female genital and reproductive systems)

o endocrine system (including glands and hormones)

o musculoskeletal system (skull, skeleton, muscles, body tissue)

- common conditions and presenting problems associated with major body systems and relevant organs, including general impact of chronic conditions

- acute chronic conditions impacting on Aboriginal and/or Torres Strait Islander clients and communities, including:

o cardiovascular disease

o diabetes

o cancer

o chronic respiratory disease

o chronic kidney disease

o asthma

o arthritis

- features of chronic illness, including:

o complex causality

o multiple risk factors

o long latency periods

o a prolonged course of illness

o functional impairment or disability

o determinants of chronic conditions, including:

o smoking

o physical inactivity

o nutrition

o alcohol intake

o use of illicit drugs

o obesity

- purpose, procedures and equipment involved in the following examinations, including:

o temperature

o pulse and respiration

o blood pressure

o blood glucose level

o haemoglobin

o weight and height

o length

o head and waist circumference

o visual acuity and ear examination

o peak expiratory flow rate

- ‘normal’ range of outcomes of physical assessments

- non-clinical reasons for significant variation from ‘normal’ range of outcomes

- common over-the-counter and prescribed medicines used within the community and their general purposes

- basic knowledge relating to pregnancy and birthing, including:

o basic mechanics of pregnancy and birthing

o impact of smoking and alcohol in pregnancy

o impact of chronic conditions on pregnancy and birthing

o basic newborn and infant care, including:

o promotion of breast feeding

o growth assessment

o correct use of infant formula

- principles of:

o aseptic technique

o effective bandaging

o infection control and limiting cross infection

- basic pharmacological principles relevant to specific treatments to be initiated

- criteria and methods for evaluating effectiveness of care/treatments

- strategies, methods and tools available for self-management of chronic conditions and to address barriers to self-management

- environmental factors contributing to poor health which can impact on the effectiveness of health care plans such as:

o lack of access to clean water

o faulty housing equipment including toilets, taps, drainage, pipes, washing machines and hot water

o poor housing or building design contributing to health problems

o overcrowding

o littering and lack of facilities to dispose of rubbish

o personal hygiene and community interactions

o unsafe food handling, preparation, storage and disposal.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of, and under the supervision of, a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW009 Provide information about social and emotional support

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the skills and knowledge required to communicate with clients requiring social and emotional support and provide information about available referral options. It provides basic skills and knowledge in social and emotional support required by those involved in face-to-face delivery of primary health care services.

This unit applies to Aboriginal and/or Torres Strait Islander Health Workers working as part, and under the supervision, of a multidisciplinary primary health care team to provide a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

This unit equips Aboriginal and/or Torres Strait Islander Health Workers to provide support related to social and emotional wellbeing and does not infer that they are qualified counsellors.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Identify social and emotional needs of clients	1.1 Use effective and culturally appropriate and safe communication skills to gain an understanding of the client’s concerns 1.2 Maintain client confidentiality at all times according to organisation procedures 1.3 Record findings according to organisation procedures
2. Provide information about available social and emotional support services	2.1 Provide accurate information about counselling options, which are targeted to identified individual and community needs 2.2 Adapt delivery of information as required to facilitate understanding and address need 2.3 Obtain further information as required to address identified needs 2.4 Support clients in taking a self-care approach to health, in line with individual needs and organisation and community requirements
3. Assist clients to receive support for social and emotional wellbeing	3.1 Consult other health professionals to clarify required care and support services, including referral to other service providers or allied health professionals 3.2 Provide immediate support to clients in crisis, in consultation with the health team and supervisor and in line with organisation procedures 3.3 Provide clients with details of social and/or emotional support service providers in line with identified needs 3.4 Offer immediate help to bereaved family members
4. Follow up clients after accessing social and emotional supports	4.1 Consult individual and/or community about effectiveness of support services and associated support provided 4.2 Investigate and provide additional referrals as required
5. Apply self-care strategies	5.1 Acknowledge limits of own personal ability, authority and role 5.2 Seek debriefing as required 5.3 Use ongoing self-care and stress management practices to manage work-related stress

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW009 Provide information about social and emotional support

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

provided three Aboriginal and/or Torres Strait Islander clients with information about social and emotional support by:

- communicating effectively with client to identify specific social and emotional needs

- providing information about available support options and referring client as appropriate in consultation with client and other health professionals

- maintaining records as required

- following up counselling and/or other referred support effectiveness with client

- managing own work-related stress and applied self-care strategies, including using debriefing services

- demonstrating culturally appropriate and safe communication skills when interacting with clients and/or significant others at all times.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

organisation policies and procedures and legislation or regulations relating to:

- client confidentiality

- referral, including various levels of urgency, and follow-up of client

- mandatory reporting

- notifiable communicable diseases

- limits of own ability and authority

- reporting procedures

- documentation

- basic knowledge of distinctions between counselling, social and emotional, and mental health support and how each relates to Aboriginal and/or Torres Strait Islander communities

scope of own role in providing social and emotional support

available counselling, social and emotional support services and associated referral processes

organisation policies on counselling

basic information on human psychology and mental health care

basic counselling principles

culture and spirituality issues

impacts of trans-generational trauma on individuals, families and communities around:

- identity

- loss of land

- culture

- language

- ceremony

legislative and confidentiality requirements

community views on counselling needs

self-care strategies for Aboriginal and/or Torres Strait Islander Health Worker, including debriefing, own counselling and employee assistance programs

identifying and referring grief, dying and bereavement issues, such as:

- Aboriginal and/or Torres Strait Islander views on death, dying, grief and bereavement as contrasted with views in non-Aboriginal communities

- stages of grief

- methods of coping with grief, dying and bereavement

- ways in which Aboriginal and/or Torres Strait Islander families may be assisted (e.g. in making funeral arrangements).

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of, and under the supervision of, a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW010 Identify community health issues, needs and strategies

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the skills and knowledge required to gather, interpret and act upon information about the community’s health. It covers the collection of information for a specific purpose, such as developing a program or project, or for the purpose of maintaining a community health profile to identify and address issues impacting on community health.

This unit applies to Aboriginal and/or Torres Strait Islander Health Workers working as part, and under the supervision, of a multidisciplinary primary health care team to provide a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Gather information on community health	1.1 Show respect for cultural values, beliefs and gender roles when planning to gather information on community health 1.2 Consult with the primary health team to identify specific health issues and ways to gather community information on these issues 1.3 Meet with community representatives to discuss health priorities and gain agreement to gather information from community members 1.4 Identify community members as sources of information 1.5 Explain purpose and method of gathering information to community members to support individual consent 1.6 Use culturally appropriate and safe communication skills to effectively gather information (verbally or in writing) from individual community members 1.7 Confidentially record information according to community, organisation and ethical requirements
2. Compile, interpret and report on information gathered	2.1 Compile information in format agreed with the primary health care team 2.2 Provide assistance to document findings into written reports 2.3 Provide assistance to identify and document community impact of emerging trends and issues
3. Provide feedback to organisation and community	3.1 Present information to organisation to contribute to planning health service provision 3.2 Use information gathered to clarify effectiveness of existing health promotion, education, services and programs and plan for future actions 3.3 Assist in advising the community of the outcomes of the research 3.4 Keep organisation informed of any community or ethical issues relating to research activities being planned or conducted in the community

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW010 Identify community health issues, needs and strategies

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

contributed to identifying community health issues, needs and strategies by:

- consulting community members to obtain information on community health issues and to establish agreement on health priorities

- using culturally appropriate and safe communication to effectively gather information

- recording all information received confidentially and according to organisation procedures

assisted in preparing written reports by interpreting health information gathered to aid in planning health promotion, services and programs for the community

helped to provide feedback to the organisation about the outcomes of the research

assisted to provide feedback to the community about the outcomes of the research.

Each performance evidence task must be demonstrated at least once.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

- organisation policies and procedures and legislation or regulations including:

o client confidentiality

o referral, including various levels of urgency, and follow-up of client

o mandatory reporting

o notifiable communicable diseases

o limits of own ability and authority

o reporting procedures

o documentation

- relevant policies, protocols and procedures of the governments and other organisations

- relevant equipment, technology and local resources for collecting community information

- sources of information and ways to access it

- formats and systems for compiling information

- community development principles

- respect for community ownership of data

environmental factors contributing to poor health, including:

- lack of access to clean water

- faulty housing equipment including toilets, taps, drainage, pipes, washing machines and hot water

- poor housing or building design contributing to health problems

- overcrowding

- littering and lack of facilities to dispose of rubbish

- personal hygiene and community interactions

- unsafe food handling, preparation, storage and disposal.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of, and under the supervision of, a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment, technology and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW011 Assist with basic health screening, promotion and education services

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the skills and knowledge required to work with Aboriginal and/or Torres Strait Islander people to identify community health information needs and to implement and evaluate routine health promotion, education and screening programs within that community. Information, education and promotion services may include nutrition, healthy lifestyle and promotion of holistic health.

This unit applies to Aboriginal and/or Torres Strait Islander Health Workers working as part, and under the supervision, of a multidisciplinary primary health care team to provide a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Participate in the identification of community health information needs	1.1 Use culturally appropriate and safe communication and interaction when working with community representatives 1.2 Engage with community to identify current health needs and priorities, and gauge effectiveness of existing health education and promotion programs 1.3 Identify specific groups within community needing information in a particular health area 1.4 Discuss community feedback and needs with supervisor and primary health care team in the organisation or service provider
2. Plan a health promotion and education program to deliver information to community	2.1 Use feedback from community consultation as a basis for planning community health information programs 2.2 Work with the primary health care team to determine health information to address identified community needs 2.3 Consult with community representatives to plan health promotion, including identifying community members to be involved in delivery 2.4 Consider cultural practices and beliefs when determining information needs and delivery of the program 2.5 Confirm plans for the delivery of health information program with primary health care team to ensure legislative and organisation procedures are met 2.6 Document all details of the health information program according to organisation procedures
3. Participate in the delivery of health promotion and education services	3.1 Use culturally appropriate and safe communication and interaction to deliver health information and promote health 3.2 Conduct health promotion and education in partnership with the community 3.3 Ensure service delivery meets community, legislative and organisation requirements 3.4 Ensure health promotion and education activities support clients to take a self-care approach to health and in line with individual needs and organisation and community requirements
4. Participate in routine health screening services	4.1 Explain screening procedure and purpose to client using culturally appropriate and safe communication 4.2 Obtain feedback from client to determine whether procedure is understood and consent is given 4.3 Make client as comfortable as possible 4.4 Prepare screening equipment 4.5 Assist in routine screening in line with community, legislative and organisation requirements
5. Participate in the evaluation of health promotion and education services	5.1 Consult community about the effectiveness of health promotion and education 5.2 Ensure evaluation includes effectiveness of health promotion resources, involvement of community as a partner and community response to information provided 5.3 Consult community to identify any obstacles to application of the information 5.4 Discuss feedback and possible improvements with other members of the team and supervisor

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW011 Assist with basic health screening, promotion and education services

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

assisted with basic health screening of at least three Aboriginal and/or Torres Strait Islander clients by:

- using culturally appropriate and safe communication skills to help clients to understand procedures

- assisting primary health care team members with preparing for and carrying out screening procedures

assisted in developing and delivering at least one health promotion and education service by:

- using basic research skills to obtain, summarise and provide feedback on community information

- helping to prepare written, spoken or digital health information to address needs of community

- communicating effectively with clients to identify needs

- communicating effectively to deliver health information and education services, using visual and other aids as required.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

- organisation policies and procedures and legislation or regulations relating to:

o client confidentiality

o referral, including various levels of urgency, and follow-up of client

o mandatory reporting

o notifiable communicable diseases

o limits of own ability and authority

o reporting procedures

o documentation

o basic screening procedures.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of, and under the supervision of, a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW012 Assist with prevention and minimisation of substance misuse

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to assess whether clients are misusing alcohol and/or other drugs and implement a care plan under direction or within established guidelines that limit discretion.

This unit applies to Aboriginal and/or Torres Strait Islander Health Workers working as part, and under the supervision, of a multidisciplinary primary health care team to provide a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Provide information to community about substance misuse	1.1 Ensure substance misuse information is accurate and easily accessed and understood by community 1.2 Obtain further information as needed 1.3 Encourage individuals to seek advice for their own circumstances
2. Assess whether individuals are misusing substances	2.1 Obtain a client history and records according to organisation guidelines 2.2 Use culturally appropriate and safe communication skills to undertake and record assessment of individual 2.3 Maintain client confidentiality
3. Plan and implement follow-up action	3.1 Plan follow-up action in consultation with other health professionals and key community workers 3.2 Ensure follow-up action is in line with community, legislative and organisation guidelines 3.3 Refer client to appropriate services in line with individual and community needs and organisation guidelines 3.4 Monitor the follow-up plan and record outcomes

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW012 Assist with prevention and minimisation of substance misuse

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

provided accurate and accessible information about substance misuse to the community on at least three occasions by:

- consulting with the primary health care team to determine the information to provide

- communicating the information to members of the community in culturally appropriate and safe ways

- using different mediums to support access to information

worked with the primary health care team to support at least three individual clients by:

- analysing client history and records to assess possible substance misuse for each client

- planning follow-up action consultation with relevant community and/or health professionals

- implementing and monitoring follow-up plans.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

physical, social and psychological effects of misuse of substances identified in this unit

treatment options relating to specific substance misuse

community issues and legislation relating to substance misuse

patterns of drug and alcohol consumption relevant to the community and region

service providers and associated referral processes

understanding of blood-borne viruses in relation to injecting drug use, and associated high rates of HIV and hepatitis C in this Aboriginal population group

indirect impacts of substance misuse, including:

- foetal alcohol syndrome

- environmental tobacco smoke

principles of harm minimisation (as Australia’s national policy), including:

- harm reduction

- supply reduction

- demand reduction

impact of substance misuse on the healthy functioning of major body organs and systems

likely interactions between chronic illness and substance misuse

impact of substance abuse on pregnancy, birth and unborn children.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of, and under the supervision of, a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW013 Respond to emergencies

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to contribute to a response to emergencies that affect the community, in accordance with a prepared plan of action. It may involve dealing with emergencies of a medical or non-medical nature.

This unit applies to Aboriginal and/or Torres Strait Islander Health Workers working as part, and under the supervision, of a multidisciplinary primary health care team to provide a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Assess the emergency	1.1 Identify factors which determine the event is an emergency 1.2 Seek information about the emergency from key people and the community, as time permits 1.3 Determine needs of the community and/or community members, in consultation with key people and the community, as time permits
2. Identify existing relevant emergency action plans	2.1 Locate organisational protocols, procedures and plans for responding to emergencies 2.2 Identify strategies for responding to emergencies with the primary health care team
3. Identify own and others’ roles in implementing the emergency action plan	3.1 Identify own roles and responsibilities and how it supports the roles of others in the primary health care team or externally 3.2 Identify and contact the emergency action plan coordinator as required 3.3 Identify and contact other workers with responsibilities for responding to the emergency as required
4. Implement the emergency action plan	4.1 Undertake work according to the strategy for responding to the emergency in line with organisation, community and legislative requirements 4.2 Provide key people and the community with progress reports, as time and client confidentiality permits 4.3 Maintain client and community confidentiality
5. Follow-up emergency	5.1 Monitor and review the emergency, in consultation with key people 5.2 Identify follow-up services and provide in line with community needs and workers’ responsibilities
6. Provide feedback on the emergency action plan	6.1 Provide feedback about the effectiveness of the emergency action plan to key people 6.2 Suggest ways to improve the emergency action plan, if appropriate 6.3 Identify and use opportunities for debriefing following emergencies as required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW013 Respond to emergencies

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

participated in workplace practice drills for each of the following emergency situations:

- fire

- bomb threat

contributed to the planning of at least one emergency response as a member of a primary health care team by:

- identifying conditions and factors contributing to an emergency situation

- accessing existing emergency plans, procedures and protocols relevant to different emergency situations

- identifying scope of own role in contributing to an emergency response

- identifying possible actions for particular emergencies

- determining appropriate means of communication in the event of an emergency and alternatives if required

- identifying relevant personnel and authorities to contact in the event of an emergency

- identifying follow-up measures once emergency situation has been handled.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

- organisation policies and procedures and legislation or regulations relating to:

- client confidentiality

- referral, including various levels of urgency, and follow-up of client

- mandatory reporting

- notifiable communicable diseases

- limits of own ability and authority

- reporting procedures

- documentation

- relevant organisation policies, protocols and procedures relating to emergencies, including definition of emergency situations

- organisational and community meeting points for emergency situations

- potential emergency situations including:

o violence from individuals or groups

o hazardous environmental incidents

o car and other vehicle accidents

o plane crashes

o mining accidents

o epidemic diseases

o fire, floods, extreme weather, earthquakes and other natural disasters

o bomb threats

o any other situations which require an urgent response

- local disaster planning processes

- immediate actions to deal with the emergency, including:

o evacuation from affected area

o sheltering in a safe location

o medical treatment

o raising awareness (both within and externally) of the emergency faced by the community

o securing a particular area within an organisation or community

o removal of individuals or groups from an area

- strategies to deal with ongoing impact of the emergency, including:

- counselling

- community trauma responses

- provision of resources and services

- debriefing

- community ceremonies

- implementing actions requested by the community council

- employee assistance programs

- roles and responsibilities as defined by the emergency action plan

- emergency response agencies at local, state, territory or federal level

- community views, considerations and directions on responding to emergencies

- cultural and community specific information

- locations and facilities of suitable and/or alternative venues to provide emergency responses

- communication means during emergency procedures and contingency back-ups.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of, and under the supervision of, a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW014 Work with Elders in Aboriginal and/or Torres Strait Islander communities

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Application

This unit describes the required skills and knowledge required by Aboriginal and/or Torres Strait Islander Health Workers to support the health of Elders in Aboriginal and/or Torres Strait Islander communities. Support may be provided to Elders living at home, in residential aged-care facilities, or in community organisations providing health care specifically for the Aboriginal and/or Torres Strait Islander community.

This unit applies to Aboriginal and/or Torres Strait Islander Health Workers working as part, and under the supervision, of a multidisciplinary primary health care team to provide a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Promote healthy lifestyle practices for Elders	1.1 Identify strategies that support Elders to adopt healthy lifestyle practices 1.2 Promote social, cultural and spiritual wellbeing of Elders in the community 1.3 Respect, recognise and accommodate Elders’ interests and life activities when delivering services 1.4 Assist Elders to maintain social, cultural and spiritual connectedness with their community
2. Provide information to Elders on changes associated with ageing	2.1 Identify common problems associated with ageing and in particular for people of Aboriginal and/or Torres Strait Islander background 2.2 Provide information on physical changes associated with ageing 2.3 Assist Elders to recognise impact that changes associated with ageing may have on daily activities 2.4 Communicate situations of risk or potential risk associated with ageing
3. Support the rights and interests of Elders	3.1 Encourage and support the Elder and/or their advocate(s) to be aware of their rights and responsibilities 3.2 Conduct work in a way that demonstrates a commitment to access and equity principles 3.3 Adopt strategies to empower the Elder and/or their advocate(s) in regard to their service requirements 3.4 Provide information to the Elder and/or their advocate(s) to facilitate choice in their decision-making 3.5 Recognise and report to appropriate person when an Elder’s rights are not being upheld 3.6 Provide information to the Elder and/or their advocate(s) regarding mechanisms for lodging complaints 3.7 Identify indicators of Elder abuse and respond appropriately in line with organisation policies and procedures
4. Support Elders who are experiencing loss and grief	4.1 Recognise signs that the Elder is experiencing grief and report to appropriate person 4.2 Use culturally appropriate and safe communication strategies when an Elder is expressing their fears and other emotions associated with loss and grief 4.3 Provide the Elder and/or their support network with information regarding relevant support services as required 4.4 Provide ongoing support and follow-up for the Elder 4.5 Recognise and seek appropriate assistance when debriefing services are required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Reading	in order to interpret relevant information in a range of health resources and policy documents

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW014 Work with Elders in Aboriginal and/or Torres Strait Islander communities

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

worked effectively with at least three Elders in Aboriginal and/or Torres Strait Islander communities by:

- communicating in a culturally appropriate and safe manner with Elders at all times

- supporting healthy lifestyle practices to promote an individual Elder’s social, cultural and spiritual wellbeing

- supporting the Elder to undertake own interests and life activities

- delivering services to each Elder with a focus on quality and commitment to promoting individual rights to maintain social, cultural and spiritual connectedness with community

- providing information on the impact of ageing on physical and mental activity

- advocating individual rights when receiving services

provided appropriate information and support, and taken appropriate action for Elders who:

- have experienced abuse and/or

- are suffering grief and loss.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

- organisation policies and procedures and legislation or regulations relating to:

- client confidentiality

- referral, including various levels of urgency, and follow-up of client

- mandatory reporting

- notifiable communicable diseases

- limits of own ability and authority

- reporting procedures

- documentation

- key issues facing Elders and their carer(s) in Aboriginal and/or Torres Strait Islander communities

- available supports at local, state, territory and federal level specifically for Elders in the Aboriginal and/or Torres Strait Islander community

- current philosophies of service delivery in aged care

- impact of ageing demographics on funding and service delivery models

- current legislation, policy and programs, including The Commonwealth Home and Community Care program (HACC), Department of Veterans’ Affairs and Government community care directions

- regulations and legislation relevant to work in the aged care and home and community care sector, including issues such as:

o Elder abuse

o drug administration

o access and equity

o duty of care implementation in home and community settings and worker roles

o basic home fire safety including high-risk groups, behaviour that contributes to fire injury and fatalities, and smoke alarm placement, installation and maintenance

- principles of ‘Ageing in place’ and ‘Positive ageing’, including:

o managing ageist attitudes

o impact of changing expectations of clients, families and wider community

o understanding individuality of ageing

- key aspects of quality frameworks and how they link together

- quality monitoring activities, including:

o audits

o collection of data

o visits by external bodies

- key aspects of regulatory/ accreditation quality standards in relation to delivery of services in aged care and home and community care

- foundation aspects of common physiological, chronic and age-related conditions, including:

o arthritis and other musculoskeletal problems

o depression and neurological disorders

o diabetes

o frailty and deconditioning

o heart, lung and vascular disease

o incontinence

o skin disorders, including skin cancers

o stroke

o dementia

o osteoporosis

- rights and responsibilities of Elders and workers in aged care and home and community care sector

- stages of loss and grief

- strategies for managing complaints

- recognising limits of own ability and authority

- organisation polices, guidelines and procedures.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of, and under the supervision of, a multidisciplinary primary health care team

with Elders from Aboriginal and/or Torres Strait Islander communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW015 Work under instructions to support the safe use of medication

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Application

This unit describes the knowledge and skills required by Aboriginal and/or Torres Strait Islander Health Workers to support clients to use medication safely and under instruction.

The unit addresses the provision of physical assistance to take or receive medication. It may involve assisting or supporting the client with prescribed and/or over-the-counter medications, traditional and bush medicines, and complementary medicines.

This unit does not allow the individual worker to determine or calculate dosage of medication.

This unit applies to Aboriginal and/or Torres Strait Islander Health Workers working as part, and under the supervision, of a multidisciplinary primary health care team to provide a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Confirm scope of own role in relation to medication	1.1 Confirm own role within a primary health care team to support the safe use of medication 1.2 Identify lines of supervision and authority for reporting and clarifying issues within job role 1.3 Identify legal and ethical boundaries and responsibilities relating to own job role 1.4 Discuss and confirm contingency procedures for emergencies from performance of the job role 1.5 Clarify any concerns or queries relating to scope of job role with relevant supervisor and/or member of primary health care team
2. Obtain instructions about medication	2.1 Gather all relevant information about client’s medication requirements 2.2 Discuss gathered information with appropriate member/s of primary health care team to confirm medication requirements 2.3 Confirm instructions for medication with primary health care team 2.4 Clarify any aspect of instructions as required
3. Communicate with the client about medication requirements	3.1 Communicate in a culturally appropriate and safe manner with the client and/or significant others at all times 3.2 Explain the purpose of medication to the client 3.3 Encourage the client and/or significant others to ask questions to promote understanding of the medication’s purpose 3.4 Confirm the client’s understanding of the medication required to obtain informed consent 3.5 Seek clarification and assistance from primary health care team as required 3.6 Document client’s informed consent in client records according to organisational procedures and policies
4. Follow instructions to support safe use of medication	4.1 Explain the medication dosage to the client 4.2 Assist client to measure out dosage required according to instructions 4.3 Assist the client to use medication in correct way according to instructions 4.4 Confirm the client has taken the medication 4.5 Observe the client for any immediate abnormal physical reaction and advise primary health care team as required 4.6 Document the medication taken in client records according to organisational procedures and policies
5. Support client’s storage and transport of medication	5.1 Explain to client how the medication must be stored and the purpose of correct storage 5.2 Confirm the client’s understanding of storage requirements 5.3 Confirm the client has an appropriate place for storing medication 5.4 Explain to the client how to transport medication if medication must be moved 5.5 Document all information given to the client about storage and transport of medication

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to explain the medication dosage to the client and record the medication taken

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW015 Work under instructions to support the safe use of medication

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

supported at least five clients in the safe use of medication by:

- clarifying own role in relation to supporting clients to use over-the-counter and prescribed medication safely

- gaining instructions for each client’s use of medication and clarifying any concerns with primary health care team

- using culturally appropriate and safe communication skills to support each client’s understanding of the medication’s purpose and instructions for safe use

- supporting each client to safely use medication by following instructions

- confirming all actions with appropriately authorised practitioner

- correctly documenting each stage of the process according to organisational procedures and policies.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of:

- organisational policies and procedures and legislation or regulations relating to:

- client confidentiality

- referral, including various levels of urgency, and follow-up of client

- mandatory reporting

- notifiable diseases

- limits of own ability and authority

- reporting procedures

- documentation

- organisational procedures, and legal and ethical requirements impacting on own role in supporting medication usage

- appropriate handling and storage of medications, including the importance of cold chain storage

- basic knowledge of commonly used medicines/drugs, including prescribed and over-the-counter medications

- basic knowledge of common terms and abbreviations used in relation to medication

- use of equipment to support medication administration

- required infection control procedures

- expected effects of medications being used, the consequences of incorrect use of medication and of main reasons for errors in medication administration

- understanding of duty of care in assisting clients to safely use medication within scope of own work role

- basic knowledge of how medications can impact on the anatomy and physiology of major body systems, relevant organs and their functions, including:

o cardio-vascular system (including heart, arteries and veins)

o respiratory system (including lungs, nose, mouth, throat)

o senses (including sight, hearing, smell, touch, taste and equilibrium)

o skin and integumentary system (including skin layers, hair and nails)

o digestive and gastro-intestinal system (including stomach, intestines, bowel)

o nervous system (including brain and nerves)

o circulatory system (including arteries, veins)

o genitourinary system (including male and female genital and reproductive systems)

o endocrine system (including glands and hormones)

o musculoskeletal system (skull, skeleton, muscles, body tissue)

- common conditions and presenting problems associated with major body systems and relevant organs.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of, and under the supervision of, a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment, including medication dispensing devices and support tools.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW016 Assess client's physical wellbeing

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements

Application

This unit describes the skills and knowledge required to initiate, undertake and interpret findings from a range of clinical assessments, tests and procedures to determine the physical wellbeing of a client. Findings of these assessments will be used as the basis of a health care plan – the skills and knowledge to plan, implement and monitor a health care plan are detailed in HLTAHW018 Plan, implement and monitor health care plan in a primary health care context.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Initiate health assessment	1.1 Seek to establish trust with the client, through active promotion of and strict adherence to confidentiality 1.2 Obtain client’s history using effective, culturally appropriate and safe communication skills 1.3 Seek additional health-related information from the client’s family and/or carer(s) and relevant community members with the client’s consent 1.4 Consult relevant allied professionals and available documentation in relation to the health of the client 1.5 Document all information about the client in accordance with organisational procedures and policies
2. Assess client’s physical health	2.1 Explain the process and rationale of each examination and test to the client 2.2 Perform physical and clinical assessments in line with organisational policies and procedures and with respect for community values, beliefs and gender roles 2.3 Measure vital signs and identify significant variation from normal ranges and refer to senior staff member as required 2.4 Use correct procedures and take precautions to collect and send specimens for pathology testing 2.5 Accurately record all outcomes of assessments in accordance with organisational procedures and policies 2.6 Identify non-clinical factors potentially responsible for significant variations from normal ranges and make repeat assessments
3. Interpret and confirm health assessment findings	3.1 Accurately identify a range of signs and symptoms of health conditions 3.2 Recognise signs and symptoms of potentially serious underlying conditions and refer to senior health staff for advice 3.3 Interpret the significance of health assessment findings in the context of the holistic health of the client 3.4Identify any significant variations from normal range on the basis of health assessment data 3.5 Consult other team members to confirm interpretations and clarify implications and significance of findings 3.6 Seek assistance when findings are unclear or outside limits of own authority 3.7 Report notifiable diseases identified to supervisor and/or an appropriate authority, in line with jurisdictional requirements 3.8 Initiate action in relation to any issues requiring mandatory reporting according to procedural and legislative requirements 3.9 Accurately document client history and examination findings in client’s file
4. Summarise and present findings	4.1 Provide client with information about findings of physical examination 4.2 Check client understanding of information through appropriate questioning 4.3 Provide client with information relevant to promoting and maintaining their health in a way they readily understand 4.4 Support client to take a self-care approach to health in line with individual needs and organisational and community requirements 4.5 Document and refer as necessary all discussions with client and/or significant others in client file according to organisational procedures and policies

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to use and interpret readings of medical equipment including haemoglobinometer, tape measure, sphygmomanometer, scales, thermometers, glucometer, peak expiratory flow rate meters in order to measure vital signs, including temperature, pulse, blood pressure and respiratory rate
Reading	to interpret various pieces of written information regarding the client’s health, including referrals, test outcomes and reports

Other foundation skills essential to performance are explicit in the performance criteria of the unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW016 Assess client's physical wellbeing

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

assessed and monitored the physical wellbeing of at least five Aboriginal and/or Torres Strait Islander adults and children by:

- establishing a relationship of trust with clients and significant others

- taking a detailed history of the client

- explaining assessment methods and procedures to client and/or significant others

- observing and assessing client’s health, using appropriate tests and medical instrumentation

- recording observations

- questioning, assessing and monitoring client’s health status, issues and needs

- reviewing effectiveness of health care strategies and making appropriate revisions, taking prior history into consideration

- summarising and presenting findings in line with client needs and workplace requirements

- maintaining client records and upholding client confidentiality

- communicating with client’s family and/or significant others as required

- gaining informed consent to conduct assessment

- taking, considering and recording relevant details of client’s history (including body language)

- complying with and enforcing infection control guidelines

- using a structured approach to assessment

- interpreting common pathology tests

- taking full responsibility for assessment findings.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

organisational policies and procedures and legislation or regulations relating to:

- client confidentiality

- referral, including various levels of urgency, and follow-up of client

- mandatory reporting

- notifiable communicable diseases

- limits of own ability and authority

- reporting procedures

- documentation

key elements of comprehensive and accurate physical, social/emotional and mental health assessment

anatomy/physiology and associated microbiology, pathophysiology (disease processes) and pharmacology including:

- respiratory system

- circulatory system

- integumentary system

- digestive system

- genitourinary system

- endocrine system

- musculoskeletal system

- nervous system

- reproductive systems

pathophysiology associated with these systems, including:

- acute chronic condition and conditions associated with a specific body system

- injuries

- wounds

- arthritis

- inflammation

- impact of alcohol and drugs

pharmacology to address pathophysiology, including:

- medications and forms of administration

- antibiotics

- analgesics

- contraindications

- complications

- psychiatric medications

- oral hypoglycaemics

- insulin

procedures for health tests and ‘normal’ range of test outcomes, including:

- blood pressure (for adults and children)

- temperature

- pulse rate

- respiratory and peak flow rates

- height and weight

- components of urine

- near vision and pinhole visual acuity testing

visual examination of eye and ear

blood glucose (sugar) and haemoglobin levels

in relation to cardiovascular diseases:

- the concept of ‘cardiovascular risk factors’, the significance of an individual having multiple risk factors and the concept of ‘high absolute risk’

- the importance of reduction of saturated fats and sugar-sweetened soft drinks, increased physical activity and smoking cessation in reducing the risk of heart and kidney disease in Aboriginal and/or Torres Strait Islander populations

in relation to diabetes mellitus:

- basic pathophysiology of type II contrasted with type I diabetes mellitus

- complications of diabetes (including heart disease and stroke; renal failure; retinal damage and blindness; nerve damage and infection resulting in amputation; impotence)

- the main elements of the ‘diabetes check up’

- the procedure for taking retinal photographs

- basic anatomical features and abnormalities on a retinal photograph

- the content of client education for diabetes covering diet, physical activity, foot-care, and use of diabetes medicines

in relation to chronic renal disease:

- basic pathophysiology of chronic renal failure (causes, body systems affected, natural history)

- factors which may worsen or accelerate renal failure (including: high blood pressure, anti-inflammatory drugs, poor diabetes control, dehydration, high protein diet)

- clinical features of advanced renal failure

- the importance of early detection of renal disease in efforts to defer or prevent end-stage renal failure

- options for treatment of end-stage renal failure (haemodialysis, chronic ambulatory peritoneal dialysis, transplant).

familiarity with a range of other common chronic conditions in Aboriginal and/or Torres Strait Islander populations:

- chronic liver disease – causes, clinical features and principles of management (including hepatitis B, hepatitis C, alcoholic liver disease and cirrhosis)

- chronic obstructive lung disease, relationship to smoking and principles of management

basic nature, management and associated risk factors for common diseases

commonly (including complete blood tests and urine analysis) and specifically requested pathology tests and the correct methods of collection, storage and transport of specimens

the clinical significance of abnormal findings on pathology tests with particular reference to use of medicines

knowledge of care planning and self-management support tools

relevant criteria for evaluation of effectiveness of care plan

features of chronic illness, including:

- complex causality

- multiple risk factors

- long latency periods

- a prolonged course of illness

- functional impairment or disability

specific chronic conditions affecting Aboriginal and/or Torres Strait Islander clients and communities, including:

- cardiovascular disease

- diabetes

- cancer

- chronic respiratory disease

- chronic kidney disease

- asthma

- arthritis

- oral disease

determinants of chronic conditions, including:

- smoking

- physical activity

- nutrition

- alcohol intake

- use of illicit drugs

- obesity, weight and waist circumference

- unsafe sexual practices

- genetic factors

linkages between conditions such as diabetes and eye health, nutrition and hearing, etc.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

This may include medical equipment including but not limited to haemoglobin meter, tape measure, sphygmomanometer, scales, thermometers, glucometer, peak expiratory flow rate meters.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW017 Assess and support client's social and emotional wellbeing

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit deals with the required skills and knowledge to assess clients in relation to their social and emotional wellbeing, and provide appropriate support and referral as a member of a multidisciplinary team working with Aboriginal and/or Torres Strait Islander communities.

The unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

This unit equips Aboriginal and/or Torres Strait Islander Health Workers to provide support related to social and emotional wellbeing and does not infer that they are qualified counsellors.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Obtain client history and information for social and emotional wellbeing assessment	1.1 Establish a relationship of trust with the client by demonstrating and respecting confidentiality of communications 1.2 Use effective and culturally appropriate and safe communication skills to obtain a personal history from the client 1.3 Seek information about relevant critical incidents with due sensitivity and respect for the physical, emotional and cultural safety and security of those affected 1.4 Observe client closely to identify any signs of emotional disturbance 1.5 Seek additional related information through consultation with family and/or significant others as required and with consent of the client 1.6 Consult relevant allied professionals and available documentation in relation to the health of the client 1.7 Record all information obtained according to principles of confidentiality and organisational procedures and policies
2. Assess and determine client wellbeing	2.1 Analyse information obtained to recognise signs and symptoms of mental disturbance and significant underlying emotional reactions to loss, grief and trauma 2.2 Recognise issues that may relate to transgenerational trauma and grief for the individual, family and community 2.3 Identify disturbances in behaviour that may suggest a psychiatric disability 2.4 Promptly discuss with experienced staff any indicators of depression or suicide risk, and refer client to appropriate supports as required 2.5 Identify issues requiring mandatory notification and report to supervisor and/or an appropriate authority 2.6 Identify client’s self-management capacity and barriers 2.7 Discuss findings with colleagues to determine appropriate course of action to support client’s wellbeing with reference to any existing health care plan 2.8 Document all findings and determined actions according to policy, procedures confidentiality principles
3. Provide support to client	3.1 Invite client and, with their consent, their family to discuss issues of concern in a supportive and confidential context 3.2 Provide client with information to enable decision-making about their social and emotional wellbeing 3.3 Support client to identify key self-management needs and goals and to determine appropriate self-care strategies 3.4 Refer client as required and follow-up on referrals 3.5 Refer serious or potentially serious issues to senior health staff for advice 3.6 Assist and refer family to address own wellbeing and safety, as required 3.7 Maintain current, complete, accurate and relevant records from each client interaction

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Reading	in order to interpret relevant policy and regulatory information

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW017 Assess and support client's social and emotional wellbeing

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

assessed the social and emotional wellbeing of at least five clients by:

- observing, noting and recognising unusual physical, behavioural and body language indicators

- communicating effectively with client (and significant others) in a culturally safe manner on all occasions

- discussing with each client their socio-emotional health status, issues and needs

- maintaining client records and upholding client confidentiality

- recording accurate, sufficiently comprehensive and relevant client health history and assessment findings for each client

- distinguishing between effects of transgenerational trauma and grief and psychiatric illnesses

- consulting team members regarding assessment findings and as otherwise required to support client wellbeing

supported the social and emotional wellbeing of at least five clients by:

- initiating timely and appropriate referrals, providing accurate and relevant details to clients, their families and referral agencies

- explaining/demonstrating/instructing client to use appropriate stress reducing techniques/activities

Organised and participated in at least one debriefing session following critical incidents or stressful interactions.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

- organisational policies and procedures and legislation or regulations relating to:

- client confidentiality

- referral, including various levels of urgency, and follow-up of client

- mandatory reporting

- notifiable communicable diseases

- limits of own ability and authority

- reporting procedures

- documentation

key elements of history-taking in the context of social and emotional health and their significance

significant problems presented and appropriate avenues of further assessment or action

common signs/indicators of:

- mental or psychiatric illness

- depression

- alcohol and other drug misuse

- suicide risk

- child abuse/sexual assault

advanced communication techniques to develop trust and elicit sensitive information

appropriate stress-reducing techniques/activities

availability of and, referral criteria and processes for social and emotional, alcohol and other drugs and mental health support services

awareness of culturally secure assessment tools for Aboriginal and Torres Strait Islander peoples

principles of crisis intervention

limits of own ability and authority.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW018 Plan, implement and monitor health care in a primary health care context

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements

Application

This unit deals with the required skills and knowledge to plan, implement and monitor a range of health care services as a member of a multidisciplinary team working with Aboriginal and/or Torres Strait Islander communities.

Care plans are developed to address findings of clinical assessments, tests and procedures. Treatments as part of care plans include making referrals and development, implementation and evaluation of plans in line with legislative requirements and organisational protocols.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

This unit does not cover the skills and knowledge to assess physical wellbeing – these are detailed in HLTAHW016 Assess client’s physical wellbeing.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes of a unit of competency.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Propose care plan	1.1 Access health assessment outcomes according to organisational procedures and policies 1.2 Identify specific aspects of health assessment to address in health care plan 1.3 Propose treatment as part of the care plan in accordance with policies and procedures 1.4 Develop the plan with primary health care team, using relevant standing orders and written care protocols 1.5 Clearly establish responsibilities for implementing the care plan 1.6 Document proposed health care plan in client’s file in line with organisational policies and procedures
2. Communicate proposed health care plan to client	2.1 Use effective and culturally appropriate and safe communication skills to discuss the proposed care plan with clients and explain how it relates to their health assessment results 2.2 Provide client with information about each aspect of the proposed care plan and the rationale for its inclusion 2.3 Encourage the client to ask questions about the proposed care plan to support understanding and cooperation, and agreement 2.4 Explain self-management aspects of the proposed care plan 2.5 Consult with the primary health care team about any client-suggested changes to the proposed plan and adjust plan as appropriate 2.6 Document finalised plan according to organisational procedures and policies
3. Implement care plan	3.1 Refer clients as required to relevant health professionals in line with community, organisational and regulatory requirements 3.2 Conduct treatment in accordance with the care plan 3.3 Support client to take a self-care approach to implementation in line with individual, organisational and community requirements 3.4 Maintain current, complete, accurate and relevant records for each client contact
4. Provide information on healthy nutrition and lifestyle choices as part of the care plan	4.1 Provide accurate information regarding nutrition and lifestyle choices, and the impact of poor nutrition and lifestyle choices, including alcohol and smoking 4.2 Discuss risk factors relating to specific nutrition and lifestyle choices for the individual client in the context of their family, culture and local community 4.3 Provide information on early intervention and prevention practices to avoid disease caused by poor nutrition and lifestyle choices 4.4 Assist client to select an appropriate and varied diet in line with dietary guidelines and client needs 4.5 Develop strategies to assist individuals who have not exercised for some time to become more active 4.6 Offer brief interventions for smoking cessation 4.7 Establish patterns of alcohol consumption and offer brief interventions 4.8 Make appropriate referrals where required
5. Provide care and support for clients with chronic condition as part of the care plan	5.1 Provide information about the nature, incidence and potential impacts of chronic conditions in specific relation to the client’s own health 5.2 Provide information on practices to manage chronic conditions to address identified individual needs 5.3 Provide practical advice relating to maintaining good health in relation to prevalent chronic conditions and in line with community needs and organisational guidelines 5.4 Explain and/or demonstrate practices for early detection of specific chronic conditions in line with organisational guidelines 5.5 Support clients to take a self-care approach to maintaining health 5.6 Make appropriate referrals for clients with chronic conditions in line with organisational guidelines
6. Monitor health care	6.1 Encourage clients and family/carer to maintain health by being actively involved in the care plan 6.2 Monitor client health in line with individual schedule and criteria incorporated in care plan 6.3 Reassess and review care plan as required where client fails to progress, in accordance with expectation 6.4 Ensure standing order/written care protocols underpin health assessment and management actions 6.5 Conduct health monitoring in accordance with organisational policies and procedures and occupational health and safety requirements 6.6 Organise follow-up care for clients with chronic conditions using computer and/or paper-based registers 6.7 Identify when clients are overdue for health care checks and employ active-recall strategies
7. Review effectiveness of health care	7.1 Gain feedback from the client and/or family or carer/s about their level of comfort and compliance with the health management regime 7.2 Determine degree of improvement of client’s condition and compare with expectations outlined in health care plan 7.3 Provide client and/or family/carers with clear information about their level of improvement in relation to the health care plan and their level of compliance 7.4 Evaluate impact of ongoing health management in relation to the client’s physical, mental and emotional condition and behaviour, in consultation with the primary health care team

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to measure and administer medication in order to use medical equipment, including peak flow meter, glucometer, scales and sphygmomanometer in order to carry out care plan treatments, including immunisations, CPR and nebuliser administration

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW018 Plan, implement and monitor health care in a primary health care context

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

developed a care plan for at least five clients, including:

- using standing orders/written care protocols to underpin health care plans

- consulting clients about proposed care plan

- proposing and negotiating treatment with client, their family and/or community

- establishing responsibilities for care plan implementation

- documenting health care plan in client’s file

- referring clients as required and according to organisational procedures and polices

communicated health information in plain language to at least five clients, including:

- nutrition, lifestyle choices and chronic condition information

- details on prevention practices

explained and demonstrated early detection practices for specific chronic conditions on at least five separate occasions

developed strategies and offered brief interventions to assist at least five clients

implemented treatment according to care plans for at least five clients, including:

- undertaking treatments within scope of own authority

- using and maintaining medical equipment correctly

- maintaining current, complete and accurate client records

- supporting clients to take a self-care approach to implementing care plan

monitored at least five clients with chronic conditions and organised follow-up care

evaluated on at least five occasions:

- outcomes of client’s prescribed treatment/care plan

- client’s understanding of prescribed treatment/care plan

- holistic impact of treatment on client’s physical, mental and emotional condition and behaviour

- overall effectiveness of the care plan.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

"Australian Guide to Healthy Eating" and the nutrients associated with each food group

nutritional needs of people at different stages in the lifecycle, including pregnant and/or lactating women

common nutrition-related diseases

statistical incidence of diabetes, heart disease and kidney failure in Aboriginal and/or Torres Strait Islander populations compared to non-Aboriginal and/or Torres Strait Islander populations

agencies able to provide support and assistance to Aboriginal and/or Torres Strait Islander people with chronic disabilities

treatment and management of chronic conditions, including:

- working in collaboration with clients, family and significant others to promote self-management as far as possible

- medication

- surgery

- regular exercise

- good nutrition

- cessation of smoking

- cessation or moderation of alcohol use

- cessation of illicit drug use

regular screenings for changes in disease presentation and detection of other diseases

how to contact and access available health and support services in the region

strategies that can assist Aboriginal and/or Torres Strait Islander people with disabilities to live fulfilling and productive life in the community

methods of organising the care of clients with chronic conditions including:

- disease registers

- care plan schedules in medical files

- tagging files

- computerised client information

- recall systems

the value of the opportunistic approach to chronic condition surveillance (comprehensive check-ups as people come to the clinic)

organisational polices, guidelines and procedures.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW019 Deliver primary health care programs for Aboriginal and/or Torres Strait Islander communities

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to deliver health care programs to address identified needs in Aboriginal and/or Torres Strait Islander communities.

The unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Undertake health checks to inform health programs	1.1 Use effective and culturally appropriate and safe communication skills to provide information to clients and obtain consent to conduct health checks 1.2 Show respect for community values, beliefs, gender roles and taboos in conducting health checks and screening 1.3 Use appropriate screening protocols to target disease patterns for particular age, sex, ethnicity, regional and other societal groups 1.4 Investigate significant variations detected through screening and other health checks and interpret in line with clinical protocols 1.5 Explain outcomes of health checks to clients and/or significant others 1.6 Provide health checks and associated health information opportunistically on client presentation to a health service 1.7 Accurately and promptly record all health assessment outcomes according to organisational procedures and policies
2. Provide health care programs to address identified common problems	2.1 Take a team approach to primary health care, including appropriate referral to specialist care providers, and other agencies 2.2 Identify, treat and/or refer common health problems, as part of the program 2.3 Support clients and families in accessing health care services and associated benefits as required 2.4 Provide guidance, support and assistance to individuals and families coping with social and emotional issues according to identified needs and cultural protocols 2.5 Explain health lifestyle practices to clients and check their understanding 2.6 Ensure health care programs support clients to take a self-care approach to health in line with individual needs and organisational and community requirements
3. Manage the delivery of health programs	3.1 Provide health care programs to the community in ways consistent with community values and beliefs 3.2 Integrate promotion of health screening, surveillance and education activities with provision of therapeutic care 3.3 Organise follow-up care for clients with identified health problems using computer- and/or paper-based registers 3.4 Produce lists of clients with significantly overdue health care checks and employ active recall strategies 3.5 Identify and address social and environmental interventions that may improve health in partnership with the community and other agencies 3.6 Establish and maintain links with support agencies, resource networks and associated health services in the local and regional area
4. Evaluate health programs	4.1 Collect and document data to contribute to the evaluation of health programs 4.2 Interpret data according to program and organisational requirements to identify the strengths and areas for improvement of health programs 4.3 Report on findings to management in line with organisational guidelines 4.4 Maintain client and community confidentiality in line with organisational and community requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW019 Deliver primary health care programs for Aboriginal and/or Torres Strait Islander communities

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of the unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

delivered and maintained at least one primary health care program to Aboriginal and/or Torres Strait Islander communities, including:

- undertaking health checks relevant to the program content area

- implementing screening procedures

- explaining and describing procedures and illnesses/disorders to clients using clear, simple, culturally appropriate language

- promoting healthy lifestyles

- offering brief interventions as required to support individual client health

- observing, obtaining and interpreting client information in relation to health issues, behaviour and health services

- communicating and negotiating as required with colleagues, community members and other agencies and negotiating with them as required

- reading and writing reports

- interpreting simple statistics, charts and test results relevant to the program

- preparing written documentation relevant to the program

- using computer-based and/or paper-based client record systems

- demonstrating client confidentiality at all times when handling client information obtained in writing or verbally

evaluated at least one health care program by:

- working with groups in the community to seek input and feedback on health services

- ensuring the program addresses specific client and community needs for guidance, support and information

- ensuring delivery is consistent with community needs, values and beliefs.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

organisational policies and procedures and legislation or regulations relating to:

- client confidentiality

- referral, including various levels of urgency, and follow-up of client

- mandatory reporting

- notifiable communicable diseases

- limits of own ability and authority

- reporting procedures

- documentation

health screening and surveillance methods relevant to the area/region, including:

- use of equipment

- testing procedures

- interpretation and analysis of results of testing

- ‘normal’ range of results

- record-keeping for effective follow-up and management

occupational health and safety practices and procedures relevant to the work (e.g. manual handling)

contact details of available health and support services in the region and how to access them

evaluation methodology

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW020 Administer medications

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit covers the required skills and knowledge to administer medication to Aboriginal and/or Torres Strait Islander clients. It involves determining the medication requirements of an individual client, calculating dosage and performing the clinical skills necessary to administer the required medication. It also involves supporting a client to self administer medication.

This unit applies to Aboriginal and/or Torres Strait Islander health workers with the relevant authority in their state or territory to administer medication.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	The performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Interpret and clarify orders and instructions for medication	1.1 Receive, correctly interpret and clarify written and verbal orders and instructions for medications with medical practitioners and other senior health staff 1.2 Identify potential drug interactions and refer to an appropriately authorised person 1.3 Check written and verbal medication instructions against published medications information resources 1.4 Recognise special precautions and contraindications with the use of particular medications and refer to an appropriate person
2. Prepare medication	2.1 Access medication according to organisational procedures and policies and within scope of own role and legislative requirements 2.2 Use published medications resources to determine the appropriate route or method for administration of medication 2.3 Correctly identify medication dosage in standard treatment manual or calculate mathematically 2.4 Measure out required dose or volume of medication accurately using required and/or relevant equipment 2.5 Confirm with relevant authorised person the calculated and measured medication dosage to be administered
3. Administer medications safely	3.1 Administer medications appropriately, observing universal precautions and aseptic handling procedures, in line with organisation, legal and regulatory requirements 3.2 Prepare a hygienic and sanitised environment for the administration of medications 3.3 Assist in the administration of medications by appropriate methods and routes, observing standard precautions and in line with organisation, legal and regulatory requirements 3.4 Identify any adverse events or allergic reactions, including anaphylaxis, related to medication and take appropriate action in line with standard protocols 3.5 Dispose of used equipment, packaging, medical waste and other products according to manufacturer’s instructions, infection control and organisational procedures and policies
4. Instruct and monitor clients to self administer medication	4.1 Prepare, or assist client to prepare, medication for self administration as required 4.2 Demonstrate to client correct use of relevant equipment for self medication 4.3 Guide client through the process of self administration of medication and provide assistance as necessary 4.4 Confirm with the client the completion of self administration 4.5 Instruct and educate client to dispose of used equipment, packaging, medical waste and other products according to manufacturer’s instructions, infection control and organisational procedures and policies
5. Document administration procedures	5.1 Keep client file up to date by completing all relevant records relating to the specific medication administered, including access, storage and disposal requirements 5.2 Store all relevant documentation securely according to organisation policies and procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to reconstitute powdered medicine as a mixture using ratios in order to measure specified dosages of tablets and medicines for injection
Reading	in order to interpret medicine manufacturer’s specifications in order to access and use written information in approved product information sources relating to medications

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW020 Administer medications

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has

administered medication by each of the following routes or methods at least once:

- oral

- sublingual/buccal

- dry powder inhalers

- metered dose/spacer inhalers

- nebulisers

- oxygen therapy

- topical medications

- suppositories

- subcutaneous injection

- intramuscular injections

- intravenous injections

- Z-track injections

- intravenous infusion/cannulation fluid

safely administered medication on at least three occasions to a range of clients across the lifespan by

- observing and applying the Six Rights of Medication, being:

o Right person

o Right dose

o Right route

o Right medication

o Right time

o Right documentation

- consulting and confirming actions with an authorised practitioner at all relevant times

- determining medication requirements, including:

o consulting client and other relevant support persons for medication history and allergies

o reviewing relevant documentation

o identifying options, active ingredients, indications, contraindications, precautions, side effects, interactions of medications and accurate client information

o maintaining records of client medication

- interpreting orders and instructions for medication, including:

o receiving written and verbal orders and instructions from authorised persons/practitioners

o documenting orders and correctly interpreting them

o consulting medical practitioners and senior health staff for clarification on medication instructions

- using published medication references and resources to where appropriate

- referring queries of potential drug interactions and contraindications to appropriate personnel

- where appropriate, supporting clients in their choice, access to and use of traditional and western medications including:

o providing information to clients on mechanisms of action, dosing and possible side effects

o identifying, supporting and promoting traditional/bush medications and traditional healers

o providing and explaining Consumer Medications Information to clients

o instructing clients on self-administration of medications

- documenting administration of medication according to legislative requirements and organisation procedures and policies.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

The Six Rights of Medication, being:

- Right person

- Right dose

- Right route

- Right medication

- Right time

- Right documentation

differences between generic and trade names for medication

application of standard and additional precautions in the administration of medications

awareness and application of infection control and sterile environment policies and procedures

understanding of medication commonly used and effects on the body

pathophysiology associated with these systems, including acute chronic condition and conditions associated with a specific body system

pharmacology to address pathophysiology, including:

- antibiotics

- analgesics

- contra indications

- complications

- psychiatric medications

- oral hypoglycaemics

- insulin

awareness of reaction to medication administration, including:

- indications

- contraindications

- complications

- adverse effects

- interactions

presenting symptoms and signs that may impact on medication administration, including:

- bruising, swelling, cuts and abrasions

- appearance of eyes, ears, mouth and gums

- blood pressure, respirations and temperature

- emotional and mental state

correct techniques for medication preparation and administration for adults and children by the following routes or methods:

- oral medication, including counting of tablets, preparation of syrups using graduated measure and/or syringes, Webster Packs, scored tablets, cutting devices and dosette boxes

- sublingual/buccal, including usage of unopened and dated medication

- dry powder, metered dose and spacer inhalers, including operation of accuhalers and aerolisers

- nebulisers and oxygen therapy, including selection of appropriate equipment selection (oxygen cylinder or air pump)

- topical and transdermal medications, including prevention of self absorption

- suppositories, including use of lubricant and client positioning

- subcutaneous injections, including preparation of syringe and angle degree for insertion

- intramuscular and Z-track injections, including correct sites for babies, children and adults for injection, preparation of syringe and angle degree for insertion

- intravenous injections, infusion/cannulation including required equipment, inspection and preparation of cannula site, and follow up observation

- management of cold chain medications including differences between and use of purpose built vaccine and domestic refrigerators, transport and storage

- anaphylaxis management, including checking for signs of moderate or severe anaphylaxis and possible causes

organisational, legislative and regulatory requirements for transport, storage, use, dispensing and safe disposal of medications

different methods of medication administration and reactions for adults and children

requirements of the Pharmaceutical Benefits Scheme (PBS)

Quality Use of Medicines and the Consumer Medication Information

National Medication access and review initiatives for Aboriginal/Torres Strait Islander people

special considerations in use of medications, including:

- complicating factors of chronic illness

- pregnancy and lactation

- renal impairment

- anti-coagulant therapy

- potential drug interactions

- babies, children, adults and the elderly

- informed consent and understanding of the client

types of locally available/used traditional bush medications and their uses, benefits, side effects and interaction with other medications

complementary roles of traditional or bush healers

Assessment Conditions

Unless state or territory legislation prevents practice in the workplace, skills must be demonstrated working

in a health service or centre

as part of a multi-disciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

Note: Where state or territory legislation prevents practice in the workplace, simulated assessment environments may only be used in place of workplace assessment.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

a Registered Aboriginal or Torres Strait Islander Health Practitioner

or:

a Registered Health Practitioner accompanied by an Aboriginal or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW021 Provide nutrition guidance for specific health care

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements

Application

This unit describes the required skills and knowledge to promote healthy nutrition to address the requirements of a range of client groups and to improve community nutrition.

The unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Provide information on nutritional needs at different stages of life	1.1 Provide information on nutritional requirements of pregnant and lactating women 1.2 Promote dietary guidelines for children and adolescents, including importance of breastfeeding and appropriate introduction of solid foods 1.3 Explain nutritional requirements for babies and toddlers to family and/or carers 1.4 Provide information on dietary guidelines for adults 1.5 Provide information for older people on nutrition requirements and food preparation issues
2. Inform clients of dietary requirements of specific conditions	2.1 Identify clients with specific conditions requiring counselling for healthy eating 2.2 Provide overweight clients with information on strategies to achieve long-term weight reduction 2.3 Identify common dietary restrictions for clients with specific health conditions and assist clients to obtain and follow specific dietary advice on appropriate nutrition 2.4 Refer clients to other health professionals and support agencies for nutritional advice as required
3. Work with community agencies to promote nutrition	3.1 Discuss the link between nutrition and health with communities, their agencies, stores and other representatives 3.2 Promote appropriate food storage, hygiene and preparation practices 3.3 Discuss policies that promote good health through nutrition with communities, their agencies, stores and relevant representatives

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to interpret nutritional information as expressed in kj, calories, g, mg, mcg, percentages and decimals

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW021 Provide nutrition guidance for specific health care

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

provided accurate and relevant information on:

- healthy eating and diet

- exercise and activity

- nutritional requirements

- available supports and referral services

provided information at least once to the following types of people, either as individual clients or through community health promotion:

- pregnant and lactating women

- infants, toddler, children and adolescents

- adults and the elderly

- overweight and obese clients

used culturally appropriate and safe communication skills to ensure all information was understood when interacting with each of these clients and/or community groups.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

organisational policies and procedures and legislation or regulations relating to:

- client confidentiality

- referral, including various levels of urgency, and follow-up of client

- mandatory reporting

- notifiable communicable diseases

- limits of own ability and authority

- reporting procedures

- documentation

food and dietary guidelines in line with ‘Dietary Guidelines for Australian Adults’, including:

- Aboriginal and/or Torres Strait Islander cultural values and beliefs regarding food

- five food groups and their function with reference to the Australian Guide to Healthy Eating and publications such as A Guide to Promote Healthy Eating for Aboriginal &/or Torres Strait Islander people

- food values in traditional Aboriginal and/or Torres Strait Islander food

- healthy food preparation methods

- nutrition education models

Australian Guide to Healthy Eating

Dietary Guidelines for Australian Adults

Dietary Guidelines for Children and Adolescents in Australia

Dietary Guidelines for Older Australians

nutritional requirements at different life stages, including a focus on breastfeeding and the introduction of solids

nutritional needs of people with chronic conditions.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW022 Address social determinants of Aboriginal and/or Torres Strait Islander health

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit deals with the required skills and knowledge to promote and apply strategies to address social determinants that underpin and contribute to Aboriginal and Torres Strait Islander health issues, in the context of delivering primary health care services.

The unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Identify social determinants of health	1.1 Research the social determinants of Aboriginal and/or Torres Strait Islander health 1.2 Analyse social determinants of health with consideration of equity, social gradient and justice issues 1.3 Investigate specific impacts of social, political, economic and environmental factors on the health of Aboriginal and/or Torres Strait Islander clients
2. Promote awareness of social determinants of health	2.1 Provide information about social determinants of health as part of primary health care service delivery 2.2 Encourage Aboriginal and/or Torres Strait Islander clients and communities to be self-determining and support their empowerment 2.3 Assist Aboriginal and/or Torres Strait Islander clients and communities to achieve greater access and equity across a range of social, educational, economic and health systems and services 2.4 Promote awareness of social determinants of Aboriginal and/or Torres Strait Islander health across community service networks 2.5 Encourage community control in the delivery of health services to Aboriginal and/or Torres Strait Islander people
3. Implement strategies to address social determinants of health	3.1 Identify where organisational policies reflect ways to address the identified determinants of Aboriginal and/or Torres Strait Islander health 3.2 Deliver primary health care services in line with community requirements 3.3 Encourage and support clients to access health services and resources 3.4 Support local community values, beliefs and gender roles in the delivery of health services 3.5 Utilise existing partnering relationships to promote primary health care for Aboriginal and/or Torres Strait Islander clients

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Learning	in order to locate, access, interpret, and translate information on social determinants into an appropriate and suitable medium for target audiences

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW022 Address social determinants of Aboriginal and/or Torres Strait Islander health

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

identified and promoted an understanding of the social determinants of health when working with at least three Aboriginal and/or Torres Strait Islander clients by:

- researching and clarifying social, political, economic and environmental factors impacting on the health of Aboriginal and/or Torres Strait Islander clients

- applying strategies, policies and resources relevant to improving the health of Aboriginal and/or Torres Strait Islander communities through addressing the social determinants of health

- contributing to health service delivery aspects of community development initiatives

- establishing relationships with community groups, agencies and organisations involved in community development initiatives

evaluated the effectiveness of at least one strategy used to address social determinants.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

organisational policies and procedures and legislation or regulations relating to:

- client confidentiality

- referral, including various levels of urgency, and follow-up of client

- mandatory reporting

- notifiable communicable diseases

- limits of own ability and authority

- reporting procedures

- documentation

social, cultural, political and environmental determinants of Aboriginal and/or Torres Strait Islander health. This includes:

- importance of land, tradition and cultural practice

- impact of socio-economic factors on health

- social and political factors that perpetuate disadvantage

- importance of personal achievement, education and supportive family/social networks

- barriers to improving environmental determinants of ill health

- impact of loss, grief and trauma

- issues of food security/access

means to address access and equity issues, such as:

- strategies to maintain strong culture and supportive social networks and maximise educational, employment and social opportunities for children

- understanding the political context of health care systems and access to benefits such as Medicare and pharmaceutical benefits

- community development initiatives

aspects of Aboriginal and/or Torres Strait Islander health, including:

- community perceptions of major health issues affecting them and underlying causes

- perceptions of non-Aboriginal and/or Torres Strait Islander people relating to major Aboriginal and/or Torres Strait Islander health issues and underlying causes

primary health care model

key comparative health statistics.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW023 Plan, develop and evaluate health promotion and community development programs

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to organise, deliver and evaluate a health promotion program to address identified needs in Aboriginal and/or Torres Strait Islander communities. This unit includes designing, structuring and evaluating the effectiveness of health promotion activities for Aboriginal or Torres Strait Islander communities.

The unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Plan and research health promotion and community development programs	1.1 Consult community representatives and key people to identify community health needs and concerns 1.2 Assess information to identify key stakeholders, community health trends and ethical considerations 1.3 Undertake appropriate research and identify community development opportunities 1.4 Consider and respect community values and beliefs, gender roles and taboos in researching community health needs 1.5 Identify and access relevant existing resources (human, financial and physical) for use in health promotion and community development programs 1.6 Create a process for key representatives of the community and any related agencies or organisations to be consulted in the plan development 1.7 Ensure health promotion and programs have a holistic, culturally sensitive approach and support the community in taking a self-determination approach to health 1.8 Prepare proposals (or submissions) as required to address any additional resource requirements, including funding 1.9 Identify evaluation processes and criteria to be used for critiquing health promotion programs
2. Develop a health promotion and community development program	2.1 Develop health promotion strategies in partnership with key representatives of the community and any related agencies or organisations 2.2 Develop goals, actions and key performance indicators for health promotion and community development activities 2.3 Identify appropriate delivery strategies according to the needs of the target group, location and health issues 2.4 Provide relevant information to health services, work team and community 2.5 Access, adapt or develop resources (human, financial and physical) as required to suit the needs of the health issue, audience and program delivery context 2.6 Document plans for health promotion and community development according to organisational procedures and policies
3. Deliver a health promotion and community development program	3.1 Provide health care and community development programs to the community in ways that are consistent with Aboriginal and/or Torres Strait Islander community values and beliefs 3.2 Integrate and implement health screeningsand implement on own practice to enhance understanding work team and communityeeds, concerns and resource availability, surveillance and education activities into the programs, as appropriate 3.3 Provide information in plain language to clients about health problems common to their particular client group, using culturally appropriate and safe communication skills 3.4 Refer common health problems identified as part of the program to professionals and support services 3.5 Support clients and families in accessing health care services and associated benefits as required 3.6 Provide guidance, support and assistance to individuals and families coping with social and emotional issues according to identified needs and cultural protocols 3.7 Reflect on own practice to enhance understanding
4. Monitor and evaluate health promotion program	4.1 Evaluate health promotion and community development program against criteria that reflect identified community health objectives 4.2 Monitor and evaluate community health outcomes 4.3 Collect, document and interpret data to contribute to the evaluation of health programs 4.4 Seek to identify program strengths as well as areas for improvement as a basis for continual enhancement of health outcomes 4.5 Communicate outcomes of the evaluation to relevant stakeholders to guide future activities in the delivery of health promotion and health services to the community 4.6 Seek feedback on program effectiveness and provide to community and organisational representatives 4.7 Prepare reports from data collected and provide to management in line with organisational guidelines 4.8 Maintain client and community confidentiality in line with organisational and community requirements 4.9 Support ongoing community development strategies

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to adapt, develop and monitor financial resources in order to develop key performance indicators and corresponding measures in order to collect, analyse and report on numerical data collected

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW023 Plan, develop and evaluate health promotion and community development programs

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

planned and delivered at least one primary health care promotion and community development program to Aboriginal and/or Torres Strait Islander communities, including:

- assessing community health needs

- identifying strategies, goals, activities and key performance indicators

- observing, obtaining and interpreting client information in relation to health issues, behaviour and health services

- developing a health promotion plan in consultation with key stakeholders

- preparing a proposal/submission for funding and resources

- ensuring the program addresses specific client and community needs for guidance, support and information

- ensuring delivery is consistent with community needs, values and beliefs

- communicating with and seeking feedback from clients, colleagues, community members and other agencies and negotiating with them as required

evaluated at least one health promotion and community development program against identified goals and performance criteria by:

- collecting feedback from community and staff implementing the program

- analysing feedback against identified goals and performance criteria

- reporting on outcomes of evaluation to community and the organisation

- identified areas for improvement in the program.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

organisational policies and procedures and legislation or regulations relating to:

- client confidentiality

- referral, including various levels of urgency, and follow-up of clients

- mandatory reporting

- notifiable communicable diseases

- limits of own ability and authority

- reporting procedures

- documentation

basic understanding of community development theory

health promotion programs relevant to the area/region/community

social determinants that impact on health issues for the relevant community

The Ottawa Charter for Health Promotion

program planning cycle

familiarity with a range of conditions, diseases and disorders

effective strategies to monitor and manage identified health problems in line with community needs and sensitivities

features of chronic illness, including:

- complex causality

- multiple risk factors

- long latency periods

- a prolonged course of illness

- functional impairment or disability

specific chronic conditions affecting Aboriginal and/or Torres Strait Islander clients and communities, including:

- cardiovascular disease

- diabetes

- cancer

- chronic respiratory disease

- chronic kidney disease

- asthma

- arthritis

- oral disease

impact of chronic conditions on major body organs and systems

groups at high risk of chronic condition

determinants of chronic condition, including:

- smoking

- physical activity

- nutrition

- alcohol intake

- use of illicit drugs

- obesity, weight and waist circumference

- unsafe sexual practices

- genetic factors

treatment and management of chronic conditions, including:

- working in collaboration with clients, family and significant others to promote self management as far as possible

- medication

- surgery

- regular exercise

- good nutrition

- cessation of smoking

- cessation or moderation of alcohol use

- cessation of illicit drug use

regular screenings for changes in disease presentation and detection of other diseases

how to contact and access health and support services available in the region

linkages between conditions such as diabetes and eye health, nutrition and hearing, etc.

occupational health and safety practices and procedures relevant to the work

principles of adult education

evaluation methodology.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW024 Work in alcohol, other drugs & mental health care w/ Aboriginal &/or Torres Strait Islander Comm.

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge as preparation for working with Aboriginal or Torres Strait Islander communities to provide health education and support relating to alcohol and other drugs (AOD) and mental health. It addresses the rights and responsibilities of the position, the system in which this work is undertaken and the professional boundaries and cultural issues relating to this type of work.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the Element.
1. Work within the context of alcohol and other drugs and mental health	1.1 Consider the relationship between AOD and mental health (including dual diagnosis) when working with clients 1.2 Identify difficulties that the worker may encounter in carrying out their role in the community and take these into consideration in the work 1.3 Take into account in service delivery the changing role of females and males within Aboriginal and Torres Strait Islander communities 1.4 Work within the role and limitations of the job definition and community expectations of the role
2. Demonstrate commitment to the philosophy of social and emotional wellbeing	2.1 Build and maintain a relationship of trust with the client and/or family/carer, with active promotion of and strict adherence to confidentiality 2.2 Consider the rights of the individual in all work undertaken 2.3 Consistently demonstrate understanding and consideration of the underpinning values and philosophy of social and emotional wellbeing in the context of Aboriginal and/or Torres Strait Islander health work 2.4 Demonstrate commitment to the empowerment of Aboriginal and/or Torres Strait Islander people and access and equity principles 2.5 Give clients, family and community the opportunity to participate in service planning and support activities 2.6 Take into account personal values, history, experiences and family/kinship when working with Aboriginal and/or Torres Strait Islander communities 2.7 Support the role of traditional healers and use of bush or traditional medicines as appropriate to each client’s needs
3. Work within legal and ethical boundaries	3.1 Complete documentation in accordance with legal and ethical requirements 3.2 Maintain confidentiality in accordance with organisational policies and protocols 3.4 Liaise with other organisations as appropriate 3.5 Consider the rights of the individual in all work undertaken 3.6 Carry out duties within relevant legislative requirements and frameworks as required
4. Maintain accountability and responsibilities	4.1 Access the organisation’s policies and procedures in regard to workers and operate in accordance with these 4.2 Ensure all work is undertaken within the organisation’s reporting and accountability frameworks 4.3 Follow organisational occupational health and safety guidelines 4.4 Access information to clarify the employer’s responsibilities to the worker 4.5 Observe organisational requirements for participation in processes as appropriate
5. Observe professional boundaries when working	5.1 Communicate professional boundaries to clients in a culturally appropriate and safe manner 5.2 Maintain confidentiality when working with clients and other agencies 5.3 Observe organisational boundaries when working with clients and other agencies 5.4 Clarify organisational expectations with particular regard to professional and personal boundaries
6. Work with the clients involved with the justice system	6.1 Provide advocacy and support for clients involved with the justice system as appropriate and in accordance with organisational policies and protocols 6.2 Identify and observe the role and limitations of Aboriginal and/or Torres Strait Islander Health Workers work within the justice system 6.3 Access, on behalf of clients, the processes of the justice system that will impact on clients, as appropriate
7. Complete relevant documentation	7.1 Collect information (i.e. data) as required to complete workplace documentation 7.2 Complete documentation appropriate to the social and emotional wellbeing work role in line with organisational requirements and reporting arrangements (such as reports to funding bodies)

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW024 Work in alcohol, other drugs & mental health care w/ Aboriginal &/or Torres Strait Islander Comm.

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

undertaken AOD and mental health work with clients within the legal and ethical boundaries of the work and with a commitment to the philosophy of social and emotional wellbeing

maintained the professional boundaries of the work role and addressed accountability and responsibilities appropriately when performing work role and in interacting with each client

addressed the needs of clients from culturally and linguistically diverse backgrounds and balanced expectations of the organisation, the community and clients

completed all reports and documentation relevant to the client and their treatment

advocated and supported clients when required.

All performance evidence must be performed at least once.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

organisational policies and procedures and legislation or regulations relating to:

- client confidentiality

- referral, including various levels of urgency, and follow-up of clients

- mandatory reporting

- notifiable communicable diseases

- limits of own ability and authority

- reporting procedures

- documentation

impact of cultural and spiritual factors on the way mental health problems develop and present

rights as employees – industrial awards, duty of care, occupational health and safety, workers’ compensation

support systems available for employees – e.g. counselling, unions, professional associations

the role, rights and responsibilities relating to social and emotional wellbeing work:

- legal responsibilities to clients, organisation and self

- reporting responsibilities

- accountability to organisation and community

- confidentiality requirements for social and emotional wellbeing work

- ethical responsibilities

- professional boundaries

justice system and its processes relevant for the jurisdiction

relevant mental health legislation and regulations for the jurisdiction

conflict resolution and mediation.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW025 Provide information and strategies in health care

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the skills and knowledge required to conduct health promotion as part of primary health care services for Aboriginal and/or Torres Strait Islander communities. The unit may be contextualised to apply information and strategies in specific areas of health care.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Promote health care	1.1 Consider identified community and individual client needs in determining priorities and potential areas to be addressed by health promotion 1.2 Provide accurate information about the nature, incidence and potential impacts of health conditions in relation to Aboriginal and/or Torres Strait Islander communities 1.3 Provide accurate information about the importance of regular health checks, compliance with treatment regimens and medications, and the need to follow-up and monitor problems 1.4 Provide health information in plain language, using visual aids where appropriate 1.5 Discuss risk factors relating to specific health problems in the context of local, cultural, community, family and individual issues 1.6 Provide practical advice relating to maintaining good health in line with individual and community needs and organisational guidelines
2. Provide support to clients with health problems	2.1 Provide support for clients with common health problems in Aboriginal and/or Torres Strait Islander communities 2.2 Provide guidance about health issues in line with community needs 2.3 Use culturally appropriate educational resources for health programs 2.4 Provide information about resources available in the community and state in relation to addressing health issues 2.5 Support clients to take a self-care approach to maintaining health in line with identified individual needs 2.6 Make appropriate referrals for clients with health problems 2.7 Maintain confidentiality to reflect community and organisational guidelines
3. Follow-up clients with health problems	3.1 Organise follow-up care for clients with health problems using computer- and/or paper-based registers 3.2 Identify clients who are significantly overdue for health care checks and employ active-recall strategies 3.3 Identify social and environmental factors that impact on health problem and address them in partnership with the community and other agencies 3.4 Promptly report any notifiable health problems detected or suspected in line with organisational and regulatory requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to calculate results of blood pressure checks, checking medication dosages, and blood glucose readings

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW025 Provide information and strategies in health care

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

determined priorities and potential areas to be addressed in health promotion based on community and individual client needs

promoted health care including:

- providing accurate information about the nature, incidence and potential impacts of particular health conditions in relation to Aboriginal and/or Torres Strait Islander communities

- presenting accurate information about the importance of regular checks, compliance with treatment regimes and medications, and the need to follow-up and monitor health problems

- communicating health information in plain language, using visual aids where appropriate

- discussing risk factors relating to specific health problems

- providing practical advice relating to maintaining good health

provided support to clients, including:

- providing guidance about health issues

- using culturally appropriate educational resources for health programs

- providing information about resources available in community and statewide

- offering blood pressure checks, checking medication dosages and blood glucose readings

- supporting clients to take a self-care approach to maintaining health

- making appropriate referrals for clients

- identifying clients who require follow-up for health issues and initiating procedures to support their ongoing health care.

All performance evidence must be demonstrated at least once.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

organisational policies and procedures and legislation or regulations relating to:

- client confidentiality

- referral, including various levels of urgency, and follow-up of clients.

- mandatory reporting

- notifiable communicable diseases

- limits of own ability and authority

- reporting procedures

- documentation

anatomy and physiology and associated microbiology, including the:

- respiratory system

- circulatory system

- integumentary system

- digestive system

- genitourinary system

- endocrine system

- musculoskeletal system

- nervous system

pathophysiology associated with these systems, including:

- chronic conditions and conditions associated with a specific body system

- injuries

- wounds

- arthritis

- inflammation

- impact of alcohol and other drugs

pharmacology to address pathophysiology, including:

- medications and forms of administration

- antibiotics

- analgesics

- contraindications

- complications

- psychiatric medications

- oral hypoglycaemics

- insulin

features of chronic illness, including:

- complex causality

- multiple risk factors

- long latency periods

- a prolonged course of illness

- functional impairment or disability

specific chronic conditions affecting Aboriginal and/or Torres Strait Islander clients and communities, including:

cardiovascular disease

diabetes

cancer

chronic respiratory disease

chronic kidney disease

asthma

arthritis

oral disease

specific impacts of chronic conditions on major body organs and systems

groups at high risk of chronic conditions

determinants of chronic conditions, including:

- smoking

- physical activity

- nutrition

- alcohol intake

- use of illicit drugs

- obesity, weight and waist circumference

- unsafe sexual practices

- genetic factors

treatment and management of chronic conditions, including:

- working strategically with clients, family and significant others to promote self-management as far as possible

- medication

- surgery

- regular exercise

- good nutrition

- cessation of smoking

- cessation or moderation of alcohol use

- cessation of illicit drug use

- regular screenings for changes in disease presentation and detection of other diseases

referral services

National Aboriginal Health Strategy

communication strategies, including addressing specific audiences and using visual aids and body language to assist in information transaction

health promotion strategies

research techniques to gather health information in specific communities, including rural and remote

organisational policies and procedures.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW026 Provide information and strategies in sexual health for men

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the skills and knowledge required to conduct health promotion related to the health of Aboriginal and/or Torres Strait Islander men as part of primary health care services for Aboriginal and/or Torres Strait Islander communities.

The unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Promote healthy sexual practices	1.1 Consider identified community and individual client needs in determining priorities and potential areas to be addressed by health promotion 1.2 Discuss influences that shape sexuality in current and historical contexts 1.3 Provide information on sexual and reproductive health to address identified individual and community needs 1.4 Explain methods of contraception within a cultural context 1.5 Discuss sexual practices and attitudes in relation to their impact on sexual and reproductive health and emotional wellbeing 1.6 Provide advice relating to maintaining sexual and reproductive health in line with community needs and organisational guidelines
2. Identify and discuss sexual health problems	2.1 Explain risk factors and indicators of sexually transmissible infections (STIs) 2.2 Identify and explain methods of basic management for STIs 2.3 Prepare and present HIV/AIDS information within an STI context at a community level 2.4 Explain principles and procedures of HIV/AIDS testing and provide information as required 2.5 Communicate details of interventions to address issues relating to sexually transmissible infections in the community as required 2.6 Provide advice about sexual and reproductive health issues in line with community needs and organisational guidelines 2.7 Provide information about resources available in the community and state in relation to addressing sexual and reproductive health issues 2.8 Make appropriate referrals to address identified, STIs, HIV and sexual and reproductive health issues 2.9 Maintain confidentiality to reflect community and organisational guidelines and in line with notification requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW026 Provide information and strategies in sexual health for men

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

communicated effectively in a group and one-on-one environment to promote healthy practices and discussed health issues on at least three separate occasions

provided accurate and relevant information and guidance about men’s sexual health in line with identified individual and community needs on at least three separate occasions

provided information and strategies for at least three individual male clients by:

- taking a sexual history

- explaining concepts related to sexuality, including:

o sexuality and the human sexual response

o sexual behaviour

o at-risk sexual behaviour

o sexual discrimination

- explaining and demonstrating purpose and methods of contraception

- informing clients about STIs including history, transmission, prevention, investigations, management, complications, contact tracing and confidentiality

- exploring, reflecting on and clarifying client’s personal experience and values in relation to sexuality

- making referrals at an appropriate time and to an appropriate person in relation to specific STIs.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

organisational policies and procedures and legislation or regulations relating to:

- client confidentiality

- referral, including various levels of urgency, and follow-up of clients

- mandatory reporting

- notifiable communicable diseases

- limits of own ability and authority

- reporting procedures

- documentation

influences on the development of sexuality, such as gender, spiritual and cultural values, kinship practices, individual ethics and socialisation.

past and present sexual trends within Aboriginal and non-Aboriginal contexts

sexual physiology and the human sexual response

the influence on human sexuality and sexual response of factors such as:

- disability

- domestic violence

- rape

healthy sexual behaviours and attitudes and practices that may interfere with sexual health and emotional wellbeing including:

- safer sex practices and barriers to same

- influence of alcohol and other drug use on sexual behaviours

purpose of contraception and available options

sexually transmissible infections, including:

- description/definition, statistics, signs and symptoms, universal precautions, common STIs, notifiable STIs

- history of STIs in the Aboriginal community and effects of STIs on the community

- transmission, testing and complications related to STIs

- impact on the ability of Aboriginal and Torres Strait Islander women to have children

- contact tracing/ partner notification

- available ways to prevent, manage and/or treat these diseases

risk factors for contracting STIs/HIV, including:

- relationship between STIs and increased risk of contracting HIV

- unprotected anal, vaginal and oral sex, receptive and insertive

- partners, mother to baby, blood to blood

- unsafe drug injection

importance of confidentiality, the limits to confidentiality and addressing this in a community.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW027 Provide information and strategies in sexual health for women

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the skills and competencies required to conduct health promotion related to sexual and reproductive health for women as part of primary health care services for Aboriginal and/or Torres Strait Islander communities.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Develop positive relationships with women	1.1 Provide regular contact opportunities for women in the community 1.2 Provide opportunities for women to voice their opinions in a safe and supported environment 1.3 Advocate for the rights and needs of women in the community
2. Promote healthy lifestyle practices	2.1 Provide information on sexual, reproductive and women’s health to address identified individual and community needs 2.2 Discuss sexual practices and attitudes in relation to their impact on sexual and reproductive health and emotional wellbeing 2.3 Explain methods of contraception within a cultural context 2.4 Work within a multidisciplinary team to promote healthy sexual and lifestyle practices
3. Identify and discuss women’s health and wellbeing	3.1 Identify and explain issues relevant to women’s health and wellbeing 3.2 Provide advice about individual women’s health issues in line with organisational guidelines 3.3 Provide emotional support to women and families as appropriate 3.4 Identify and discuss risk factors for women and refer to appropriate support agencies as required 3.5 Deliver, implement and monitor care for women as per health management protocol in accordance with legislative guidelines 3.6 Work with a team to deliver effective health promotion and education for Aboriginal and/or Torres Strait Islander women using appropriate facilitation, problem-solving and instructional practices
4. Identify and discuss women’s sexual health	4.1 Explain risk factors and indicators of sexually transmissible infections (STIs) 4.2 Identify and explain methods of basic management for STIs 4.3 Prepare and present HIV/AIDS information within an STI context at a community level 4.4 Explain principles and procedures of HIV/AIDS testing and provide information as required 4.5 Explain interventions to address issues relating to STIs in the community as required 4.6 Provide advice about sexual and reproductive health issues in line with community needs and organisational guidelines 4.7 Provide information about resources available in the community and state in relation to addressing sexual and reproductive health issues 4.8 Make appropriate referrals to address identified STIs, HIV and sexual and reproductive health issues 4.9 Maintain confidentiality to reflect community and organisation guidelines and in line with notification requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW027 Provide information and strategies in sexual health for women

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

communicated effectively in a group and one-on-one environment to promote healthy practices and discuss health issues on at least three separate occasions

provided information and strategies to support the health of at least three women. This includes:

- taking a sexual history

- providing accurate and relevant information and guidance about women’s sexual health in line with identified individual and community needs on at least three separate occasions, including:

o explaining concepts related to sexuality, including:

- sexuality and human sexual response

- sexual behaviour

- at-risk sexual behaviour

- sexual discrimination

o explaining and demonstrating purpose and methods of contraception

- informing clients about STIs including history, transmission, prevention, investigations, management, complications, contact tracing and confidentiality

- exploring, reflecting on and clarifying personal experience and values in relation to sexuality

- making referrals at an appropriate time and to an appropriate person in relation to specific STIs.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

This includes knowledge of:

organisation policies and procedures and legislation or regulations relating to:

- client confidentiality

- referral, including various levels of urgency, and follow-up of clients

- mandatory reporting

- notifiable communicable diseases

- limits of own ability and authority

- reporting procedures

- documentation

anatomy and physiology of sexual/reproductive organs

strategies to support women’s health and wellbeing

health prevention screening options for early identification of women’s health issues

impact and treatment of conditions affecting women’s health and wellbeing, e.g. breast screening, cervical screening, domestic violence, sexual assault, menopause, vaginal prolapse and continence issues

healthy sexual behaviours such as:

- safe-sex practices

- contraception

- influence of alcohol and other drug use on sexual behaviours

sexually transmissible infections, including:

- description/definition, statistics, signs and symptoms, universal precautions, common STIs, notifiable STIs

- history of STI in the Aboriginal community and effects of STIs on the community

- transmission, testing and complications related to STIs

- impact on the ability of Aboriginal and Torres Strait Islander women to have children

- contact tracing/ partner notification

- available ways to prevent, manage and/or treat these diseases

risk factors for contracting STIs/HIV, including:

- relationship between STIs and increased risk of contracting HIV

- unprotected anal, vaginal and oral sex, receptive and insertive

- partners, mother to baby, blood to blood

- unsafe drug injection.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW028 Provide information and strategies in chronic condition care

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the skills and competencies required to conduct health promotion related to chronic conditions as part of primary health care services for Aboriginal and/or Torres Strait Islander communities.

The unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Promote the prevention of chronic conditions	1.1 Consider identified community and individual client needs in determining priorities and potential areas to be addressed by chronic condition health promotion 1.2 Identify primary, secondary and tertiary prevention strategies for prevalent chronic conditions across the lifespan 1.3 Provide accurate information about the nature, prevalence and potential impacts of chronic conditions in relation to Aboriginal and/or Torres Strait Islander communities 1.4 Provide health information in plain language, using culturally appropriate and safe communication skills, and visual aids where appropriate 1.5 Discuss risk factors relating to specific chronic conditions in the context of local, cultural, community, family and individual issues 1.6 Explain and/or demonstrate practices for early detection of specific chronic conditions 1.7 Provide practical advice relating to maintaining good health in relation to prevalent chronic conditions and in line with individual and community needs and organisational guidelines
2. Provide support to clients with chronic conditions	2.1 Equip clients with common chronic conditions to make decisions about their health 2.2 Assist clients with chronic conditions to actively participate in the development of multidisciplinary care plans 2.3 Use culturally appropriate educational resources for chronic condition programs 2.4 Provide information about resources available in the community and state in relation to addressing chronic condition issues 2.5 Support clients to take a self-care approach to maintaining health in line with individual needs 2.6 Make appropriate referrals for clients with chronic conditions in accordance with organisation procedures and policies 2.7 Maintain confidentiality to reflect community and organisation guidelines 2.8 Offer brief interventions for smoking cessation as required, using motivational interviewing and other relevant techniques 2.9 Identify patterns of alcohol consumption and offer brief interventions as required
3. Follow-up clients with chronic conditions	3.1 Identify clients with chronic conditions who are significantly overdue for health care checks and engage follow-up and active recall strategies according to organisation procedures and policies 3.2 Identify social and environmental factors that impact on chronic conditions and address them in partnership with the Aboriginal community and other agencies

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to offer blood pressure checks, check medication dosages, and blood glucose readings
Reading	in order to interpret protocols for the management of conditions, and interpret and contribute to the development of implementation of care plans

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW028 Provide information and strategies in chronic condition care

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

provided on at least three separate occasions access to accurate health information on chronic conditions relevant to community and individual needs

supported and guided at least three clients with chronic conditions

referred at least three clients with chronic conditions to relevant services

organised and ensured follow-up care for at least three clients.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

This includes knowledge of:

organisation policies and procedures and legislation or regulations relating to:

- client confidentiality

- referral, including various levels of urgency, and follow-up of clients

- mandatory reporting

- notifiable communicable diseases

- limits of own ability and authority

- reporting procedures

- documentation

prevalence and statistical incidence of diabetes, heart disease and chronic kidney disease in Aboriginal and/or Torres Strait Islander populations compared to non-Aboriginal and/or Torres Strait Islander populations

importance of self-management and the promotion of health-seeking behaviours

importance of developing care plans that involve the client and the multidisciplinary care team

health promotion strategies for all chronic conditions (primary, secondary and tertiary prevention), including:

- maternal and infant/child health

- smoking cessation

- national recommendations for healthy eating (including avoiding foods high in saturated fat and salt)

- national recommendations for physical activity

- vaccination (hepatitis B, pneumococcal, influenza & HPV)

- oral health

- safe alcohol consumption

- social and emotional wellbeing

- annual child and adult health checks

features of chronic illness, including:

- complex causality

- multiple risk factors

- long latency periods

- a prolonged course of illness

- functional impairment or disability

specific chronic conditions affecting Aboriginal and/or Torres Strait Islander clients and communities, including:

- cardiovascular disease

- diabetes

- cancer

- chronic respiratory disease

- chronic kidney disease

- asthma

- arthritis

- oral disease

specific impact of chronic conditions on major body organs and systems

groups at high risk of chronic conditions

determinants of chronic conditions, including:

- smoking

- physical activity

- nutrition

- alcohol intake

- use of illicit drugs

- obesity, weight and waist circumference

- unsafe sexual practices

- genetic factors

treatment and management of chronic conditions, including:

- working strategically with clients, family and significant others to promote self-management as far as possible

- medication

- surgery

- regular exercise

- good nutrition

- cessation of smoking

- cessation or moderation of alcohol use

- cessation of illicit drug use

- regular screenings for changes in disease presentation and detection of other diseases

in relation to cardiovascular diseases:

- the concept of ‘cardiovascular risk factors’, the significance of an individual having multiple risk factors

- the development of atherosclerosis and the basic pathophysiology of coronary heart disease, cerebrovascular disease and peripheral vascular disease

- basic medical and surgical management of coronary heart disease

- basic knowledge of the causes, prevention and management of other cardiovascular diseases including rheumatic heart disease, heart failure and cardiomyopathies

in relation to diabetes mellitus:

- basic pathophysiology of type II contrasted with type I diabetes mellitus and gestational diabetes

- complications of diabetes (macrovascular: coronary heart disease, cerebrovascular disease and peripheral vascular disease; and microvascular: neuropathies, retinopathy and nephropathy)

- main elements of the ‘diabetes annual cycle of care’

- importance of follow-up for women with gestational diabetes and their children

- role of other members of the multidisciplinary care team (e.g. GP, endocrinologist, diabetes educator, podiatrist, dietician, ophthalmologist/optometrist, psychologist)

in relation to chronic kidney disease:

- basic pathophysiology of chronic kidney disease (causes, body systems affected, progression/staging )

- importance of early detection of chronic kidney disease in effort to defer or prevent end-stage kidney disease

- screening and monitoring of chronic kidney disease (including blood and urine tests)

- strategies to delay progression of chronic kidney disease (including control of blood sugar, blood pressure and smoking cessation)

- complications (including hypertension, anaemia, bone demineralisation and high potassium levels) and major causes of death

- options for management of end-stage kidney disease (palliative care, haemodialysis, continuous ambulatory peritoneal dialysis, transplant).

- dilemmas and difficulties faced by Aboriginal and/or Torres Strait Islander people and their families who need to relocate to distant centres in order to access dialysis treatment

supporting clients in self-care, including diet, physical activity, foot care, self-monitoring of blood sugar, and use of diabetes medicines in relation to chronic renal disease, :

- basic pathophysiology of chronic renal failure (causes, body systems affected, natural history)

- factors which may worsen or accelerate renal failure (including: high blood pressure, anti-inflammatory drugs, poor diabetes control, dehydration, high protein diet)

- clinical features of advanced renal failure

- the importance of early detection of renal disease in efforts to defer or prevent end-stage renal failure

- options for treatment of end-stage renal failure (haemodialysis, chronic ambulatory peritoneal dialysis, transplant)

the dilemmas and difficulties faced by Aboriginal people and their families who need to relocate to distant centres in order to access dialysis treatment

familiarity with a range of other common chronic conditions in Aboriginal populations:

- chronic liver disease – causes, clinical features and principles of management (including hepatitis B, hepatitis C, alcoholic liver disease and cirrhosis)

- chronic obstructive lung disease, relationship to smoking and principles of management

agencies able to provide support and assistance to Aboriginal and/or Torres Strait Islander people with chronic disabilities

strategies to assist Aboriginal and/or Torres Strait Islander people with disabilities to live fulfilling and productive lives in the community

methods of organising care of clients with chronic conditions (e.g. disease registers, care plan schedules in medical files, tagging files, computerised client information and recall systems)

value of the opportunistic approach to chronic condition surveillance (comprehensive check-ups as people come to the clinic)

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment, including medical equipment used to conduct checkups, such as sphygmomanometer and glucometer to monitor blood pressure and blood sugar.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW029 Provide information and strategies in maternal and infant health

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to conduct health promotion related to maternal and child health as part of primary health care services for Aboriginal and/or Torres Strait Islander communities.

It applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Provide health information, support and care for women and families in pregnancy	1.1 Develop positive relationships with women and families 1.2 Provide information and support on maintaining good health and wellbeing prior to and during pregnancy 1.3 Provide emotional support to women and families as appropriate during pregnancy 1.4 Identify and discuss risk factors for mother and baby and refer to appropriate support agencies 1.5 Identify, support and advocate safe birthing practices and cultural beliefs 1.6 Discuss roles, relationships and responsibilities to support safe birthing, including the role of the Aboriginal and/or Torres Strait Islander Health Worker as an advocate for women and families 1.7 Deliver, implement and monitor care as per standard treatment protocol in accordance with legislative guidelines 1.8 Work with a team to deliver effective health promotion and education for Aboriginal and/or Torres Strait Islander families using appropriate facilitation, problem-solving and instructional practices
2. Provide health information, support and care after birth for women, infants and families	2.1 Provide information and support for self-care and wellbeing during the post-natal period 2.2 Provide advice to mothers on routine care of the newborn 2.3 Implement strategies to establish and support breastfeeding 2.4 Discuss with mother and family the importance of nutrition, physical activity, rest, sleep and support with the care of family in the immediate post-natal period 2.5 Identify minor post-natal problems for mother and newborn and provide advice and referral to appropriate agencies 2.6 Deliver, implement and monitor care in the post-natal period as per standard treatment protocol in accordance with legislative guidelines 2.7 Work with a team to deliver effective health promotion and education for Aboriginal and/or Torres Strait Islander families using appropriate facilitation, problem-solving and instructional practices
3. Support maternal, infant and family health and wellbeing	3.1 Deliver, implement and monitor care as per standard treatment protocol in accordance with legislative guidelines 3.2 Organise reminders, transport and other assistance to attend care and/or provide support according to women’s needs 3.3 Implement strategies to improve maternal and/or infant health in line with community requirements and organisation 3.4 Identify, engage and support high-risk families 3.5 Provide support and referral to appropriate agencies as required 3.6 Keep statistics on attendance for antenatal care and birthing outcomes and use to evaluate maternal health program

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW029 Provide information and strategies in maternal and infant health

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

provided information and strategies to at least three women and their infants to support maternal and infant health by:

- communicating in an effective and culturally safe and appropriate manner to understand the mother’s and infant’s needs

- providing accurate and relevant information and guidance about maternal and infant health and wellbeing

- communicating effectively with client to obtain information and ensure understanding of information provided

- assisting mothers presenting with antenatal problems

- liaising between service providers, individuals, families and community groups to support maternal and infant health

- reflecting on own level and application of skills and knowledge to achieve desirable outcomes for clients

worked within a team on at least three occasions to deliver effective health promotion and education for Aboriginal and/or Torres Strait Islander communities and clients around maternal and infant health by:

- using appropriate facilitation, problem-solving and instructional practices

- communicating effectively and in a culturally safe and appropriate manner

- promoting discussion of health issues around maternal and infant health.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

organisation policies and procedures and legislation or regulations relating to:

- client confidentiality

- referral, including various levels of urgency, and follow-up of clients

- mandatory reporting

- notifiable communicable diseases

- limits of own ability and authority

- reporting procedures

- documentation

standard treatment protocols in accordance with legislative guidelines

role of the Aboriginal and Torres Strait Islander Health Worker in relation to maternal and infant health education and care

culturally appropriate and safe birthing practices

awareness of the health and wellbeing of mother and child which encompasses physical, social-emotional and nutritional aspects

health conditions and associated risks related to pregnancy, maternal and infant health which includes:

- alcohol and other drugs

- smoking

- nutrition

- domestic violence

- sexual assault

relevant evaluation criteria for monitoring effectiveness of specific maternal and infant health management program.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW030 Provide information and strategies in eye health

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the skills and knowledge required to conduct health promotion related to eye health as part of primary health care services for Aboriginal and/or Torres Strait Islander communities.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Provide information, support and community education related to eye health	1.1 Provide accurate information to the community about eye health and associated risk factors 1.2 Provide information about the importance of regular eye checks, compliance with treatment regimens and medications, and the need to follow-up and monitor eye problems 1.3 Provide information on available eye health care resources and services, including specialist resources 1.4 Support clients in self-care practices related to eye health, as required 1.5 Explain common eye conditions to the community including their treatment and management strategies 1.6 Discuss with community members using appropriate resources how a healthy lifestyle affects the eye 1.7 Promote community eye education and awareness using available resources
2. Perform an eye health check	2.1 Establish trust with the client through active promotion of and strict adherence to confidentiality 2.2 Use effective, culturally appropriate and safe communication skills to obtain a history from the client 2.3 Measure distance, near and pinhole Visual Acuity 2.4 Diagnose conjunctivitis, corneal foreign bodies and minor ocular trauma 2.5 Identify and grade the severity of trachoma 2.6 Identify and refer clients who require full eye examination by an Optometrist or Ophthalmologist 2.7 Take retinal photographs as required
3. Treat eye health issues	3.1 Recommend treatment eye drops for patients with conjunctivitis 3.2 Show clients the correct procedure for instilling eye drops or applying ointment 3.3 Perform basic first aid procedures to address acute eye problems, as required 3.4 Assist patients to understand common surgical concepts using relevant eye care resources at an appropriate level 3.5 Instil dilating or anaesthetic eye drops 3.6 Treat conjunctivitis, corneal foreign bodies and minor ocular trauma
4. Organise visiting Optometry or Ophthalmology Clinic	4.1 Schedule dates for visiting clinic 4.2 Arrange travel for practitioners involved in the visiting clinic 4.3 Promote details of the visiting clinic in the community using appropriate methods 4.4 Confirm and arrange for required equipment as part of the clinic with visiting practitioners 4.5 Organise patient lists and bookings 4.6 Arrange language translation services as required 4.7 Provide protocols and information to support culturally appropriate practice and communication to visiting practitioner/s 4.8 Accompany visiting practitioner/s to remote locations and support culturally appropriate and safe interactions 4.9 Complete all relevant paper work, patient records and recall lists
5. Support client referrals	5.1 Coordinate hospital visits for patients 5.2 Arrange patient transport to the appointment 5.3 Facilitate access to services for people with low vision 5.4 Maintain patient records and recall lists 5.5 Provide support and follow-up to patients
6. Arrange for spectacles for clients	6.1 Assist clients to select suitable spectacles 6.2 Take pupillary distance (PD), Bifocal and progressive height measurements for ordering spectacles 6.3 Make appropriate fitting and adjustments of spectacles to client’s face and ears 6.4 Repair damaged spectacles for continued use, as appropriate
7. Follow-up eye health care programs	7.1 Record and collect patient data to contribute to eye health profile according to the organisational policies and procedures 7.2 Evaluate eye health programs in line with organisation guidelines and community requirements 7.3 Maintain client confidentiality in line with organisation guidelines 7.4 Regularly update and maintain records of eye health care programs according to organisational policies and procedures 7.5 Implement strategies to improve eye health in line with community requirements and organisation guidelines

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW030 Provide information and strategies in eye health

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

communicated effectively in a group and one-on-one environment to promote healthy practices and discussed eye health issues on at least three separate occasions

provided accurate and relevant information and guidance about eye health care for at least three clients, and ensured each client’s understanding of information

performed each of the following on at least three occasions:

- an emergency pupil assessment

- a basic external eye examination

- vision and visual acuity testing

- diagnosis and treatment of conjunctivitis, corneal foreign bodies and minor ocular trauma

- trachoma identification and grading

- retinal photographs

- pinhole acuity measurement

- eye drop and ointment instillation

- eye patch and eye shield fitting

- spectacle adjustments and minor repairs

facilitated referrals for patients and liaised between service providers, individuals, families and community groups

organised a regular or visiting Optometry or Ophthalmology Clinic at least once, including:

- scheduling provider dates and organising travel logistics

- organising patient lists and bookings

- completing paperwork and maintaining patient records

evaluated eye health programs and implemented strategies to improve eye health in the community on at least one occasion.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

anatomy and physiology of the eye

broad facts of eye diseases (manifestation, impact and treatment)

eye-related symptoms and signs that suggest a need for urgent/emergent medical or optometric assessment

refractive errors and spectacle correction

children’s vision issues (strabismus and amblyopia)

diabetes

organisation policies and procedures

strategies to:

- improve eye health in the community

- address clients presenting with eye problems

- coordinate provision of optimum level of eye health service delivery

eye health problems requiring referral

effective self-care practices for eye health

relevant evaluation criteria for monitoring effectiveness of eye health care program.

Assessment Conditions

Unless state or territory legislation prevents practice in the workplace, skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

Note: Where state or territory legislation prevents practice in the workplace, simulated assessment environments may only be used in place of workplace assessment.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment including retinal cameras, and tools and equipment used to test visual acuity, to measure pupillary distance and Bifocal and progressive height measurements and to adjust spectacles.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW031 Provide information/strategies to enhance capacities of Aboriginal/Torres Strait Islander families

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the skills and knowledge required to provide information and strategies related to promoting and enhancing the capacities of families and communities (including children and young people) as part of primary health care services for Aboriginal and/or Torres Strait Islander communities.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Provide strategies to promote and strengthen the capacities of families and communities	1.1 Determine the components of a ‘healthy family’ and strategies to strengthen the family unit 1.2 Demonstrate knowledge of and respect for the diversity of culture, skin and language groups and family structures in relation to achieving healthy families and communities 1.3 Provide accurate information about the incidence, impacts and social and psychological context of family health problems in Aboriginal and/or Torres Strait Islander communities 1.4 Discuss the obstacles to healthy family and community development in relation to family and/or domestic violence, and abuse of children and young people 1.5 Provide practical advice relating to early identification, management and prevention of family health problems in accordance with community cultural needs and work role obligations 1.6 Work in collaboration with primary health care workers, multidisciplinary teams, organisations and other agencies to support ‘healthy family’ outcomes
2. Work in partnership with Aboriginal and/or Torres Strait Islander people and communities	2.1 Develop and implement strategies to increase participation of Aboriginal and/or Torres Strait Islander people in health service delivery 2.2 Ensure delivery of health care, services and programs reflect culturally safe and appropriate practice 2.3 Ensure health care, services and programs encourage self-determination and community control to ensure improved health outcomes 2.4 Identify and utilise resources to promote effective partnerships with Aboriginal and/or Torres Strait Islander people, organisations and communities 2.5 Support the development of effective partnerships between staff, Aboriginal and/or Torres Strait Islander people and their communities to facilitate accessibility, affordability and acceptability of appropriate health and workplace services
3. Identify immediate risks and needs	3.1 Comply with federal, state or territory workplace legislation which may impact on primary health care workers’ practice and responsibilities 3.2 Use culturally appropriate interpersonal skills to promote confidence and rapport, allowing the effective exchange of accurate and relevant information 3.3 Assess, analyse and respond to any indicators of risk or threats to the safety of children, young people, family and/or community members 3.4 Use culturally appropriate methods to accurately record relevant, specific and general circumstances to ensure that all relevant information is collected and complies with organisational, legal and ethical obligations 3.5 Identify own limitations in addressing and assessing clients’ needs and, where appropriate, seek assistance from appropriate community person/s or work collaboratively with relevant organisations
4. Implement strategies to empower children, young people, families and communities	4.1 Identify current community and government intervention and support policies in relation to family health issues in Aboriginal and/or Torres Strait Islander communities 4.2 Discuss the principles of community development and ways in which community development strategies promote empowerment and re-empowerment 4.3 Use culturally appropriate educational resources to assess, analyse and prevent identified children, youth and family health issues 4.4 Make appropriate referrals for clients with family health problems in line with community and organisational legislation and guidelines

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Learning	in order to locate, evaluate and organise information to suit intended audience and purpose

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW031 Provide information/strategies to enhance capacities of Aboriginal/Torres Strait Islander families

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

supported at least five families (including children and/or young people) to develop their capabilities. This includes:

- communicating effectively in a group and one-on-one environment to promote healthy practices and discussing health issues

- providing accurate and relevant information and guidance about family issues and strategies to strengthen families, in line with identified individual and community needs

- identifying intervention and support strategies appropriate to the client’s family issues

- making referrals to appropriate services to assist with client’s family health problems and following up as required.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

- definitions and forms of violence, sexual assault, physical and emotional abuse and neglect, including:

o indicators and common behaviours

o factors involved and links between them

o potential impact on individuals and families involved and the community

o likely needs of individuals and families involved

o knowledge of the social, political, historical, and economic context of family and domestic violence, including types and nature of violence

o nature and dynamics of abuse, assault and violence in Aboriginal and/or Torres Strait Islander communities

o impact of the risk of and actual violence and abuse on children, families, adults and community

o misconceptions and prevalent attitudes about violence and abuse which impede individuals and families seeking help, and hinder community development and other interventions

- strategies to support children, young people and families who:

o have experienced or are at risk of familial violence, sexual assault, physical and emotional abuse or neglect

o are in crisis situations

o require long-term support

- how to apply community development principles and strategies

- diversity of Aboriginal and/or Torres Strait Islander cultures

- impact of colonisation on individual and community identity through the loss of family, kin, language, social structures, traditional land ownership, law, knowledge and cultural practices

- interaction between western and traditional practices, including impact of ‘culture shock’

- historical, social, political and economic factors contributing to ill health and chronic conditions among Aboriginal and/or Torres Strait Islander peoples

- culturally safe and appropriate forms of communication and interaction with individuals and communities

- organisation procedures, state, territory and/or federal legislation and regulations informing own scope of practice, including:

o duty of care

o mandatory reporting requirements and child protection systems

o ethical considerations

o children’s and human rights

o codes of practice

o discrimination on unlawful grounds, including race, sex, sexual orientation, gender, religion, culture

- current organisation procedures, practices and standards relating to:

o client assessment

o allocation of services

o case management

o interviewing

o code of conduct

o confidentiality

o file management

o use of resources

o programmed intervention

- additional services including:

o other health care practices or agencies for referral of individuals and families

o interpreter and translation services

- own professionalism, including:

o own values and attitudes and potential impact on clients

o ethical decision-making.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW032 Supervise individual workers

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge of a supervisor or manager supporting individual workers who are part of a team or working alone. It includes induction of new staff, planning work, appraising performance and supporting workers to manage workload.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Induct and orient new staff	1.1 Discuss job position, including scope of practice, responsibilities and authority with new workers 1.2 Provide new workers with information about the community, organisation and work group and their industrial rights and responsibilities 1.3 Enable workers to have access to resources, support and networks required in their role 1.4 Provide new workers with, or facilitate access to, cross-cultural awareness programs as required 1.5 Identify and plan for any immediate training as required when joining the organisation
2. Develop individual work plan in consultation with worker	2.1 Discuss and develop individual work plan to meet work unit objectives and action plans 2.2 Identify, agree and document performance goals 2.3 Review work plan regularly in discussion with worker and adjust plan if necessary
3. Undertake performance appraisal with worker	3.1 Regularly review worker’s performance against agreed criteria/expectations in line with organisation guidelines 3.2 Provide feedback to worker on performance and discuss 3.3 Discuss training and development needs or preferences with worker and document
4. Support workers in their work role	4.1 Discuss work load and other work-related issues with workers on a regular basis 4.2 Explore and implement support mechanisms to address issues in line with individual, community and organisation requirements 4.3 Support strategies to address workers’ development needs 4.4 Provide mentoring support, or opportunities to receive mentoring 4.5 Provide workers with access to opportunities to discuss their own wellbeing and support appropriate assistance as required
5. Assist workers to plan career paths	5.1 Discuss workers’ career options and preferences 5.2 Identify opportunities for career progression or development 5.3 Identify training and development needs in regards to desired career path in line with individual preferences and organisation requirements 5.4 Develop and document an individual training and development plan for worker, to reflect individual and organisation requirements 5.5 Assist workers to develop their skills and knowledge in line with individual and organisation guidelines

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW032 Supervise individual workers

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

inducted at least three new staff, including providing information regarding the community, organisation and rights and responsibilities of the role

developed at least three work plans in consultation with the new staff members and in accordance with organisational needs and performance goals

reviewed staff performance and provided feedback on at least three occasions

supported professional development of at least three staff members by:

- identifying training needs and opportunities

- assisting staff in developing career plans and identifying opportunities for career progression and professional development

- contributing to the ongoing support and development of staff involved in provision of primary health care services to Aboriginal and/or Torres Strait Islander clients.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

- relevant organisation guidelines

- awards or Enterprise Bargaining Agreements (where they exist)

- organisational human resource management policies

- union documents/guidelines/policies

- performance appraisal protocols

- conditions of service

- strategies to meet staff training needs

- networking and information exchange processes

- career progression opportunities

- community support mechanisms

- industrial relations principles and current issues

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW033 Maintain community health profile

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to develop, evaluate and amend a community health profile, using information collected on the community’s health. This profile can then used as a basis for further research and decision-making regarding health care service delivery.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Develop a community health profile	1.1 Obtain community agreement before developing the community profile 1.2 Check information collected on the community for accuracy 1.3 Consult key people to determine priorities and timelines for action 1.4 Compile community health information into a community health profile document in line with organisation guidelines 1.5 Present information to organisation and community representatives, using visual and other aids to support understanding as required
2. Review the community health profile	2.1 Determine timelines for reviewing community health profile in line with organisation requirements 2.2 Regularly review and update community health profile in line with new and relevant information 2.3 Consult key organisation and community representatives to review the profile in line with changing community health needs 2.4 Identify and consider requirements of relevant agencies when reviewing the profile
3. Amend the community health profile	3.1 Incorporate new and changed community needs, issues and priorities into the community health profile, amending the profile document as required 3.2 Amend information systems and records as required 3.3 Present updated information to organisation and community representatives

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW033 Maintain community health profile

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

used research information and community consultation as a basis for developing a community health profile for an Aboriginal and/or Torres Strait Islander community

reviewed and amended the profile as required

consulted key people, organisations and community representatives

presented information to organisations and community representatives in a clear manner, using culturally appropriate and safe language and gestures.

All performance criteria must be demonstrated at least once.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

relevant policies, protocols and procedures of the organisation, governments and other organisations

research ethics

local resources

project management

sources of information and ways to access them

formats for compiling information

principles of community development

community ownership of data

research methodologies

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW034 Provide healthy lifestyle programs and advice

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to plan, promote, deliver and evaluate a healthy lifestyle program. It requires application of knowledge of nutrition, cultural awareness and an understanding of the dietary, physical and emotional factors that influence healthy lifestyle choices.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Prepare for and promote the training program	1.1 Identify characteristics of the participants and recognise their specific learning needs 1.2 Plan a timetable for program delivery and confirm after consultation with all stakeholders 1.3 Identify, arrange and/or order resources in consultation with stakeholders and/or the community 1.4 Present information about the program in a clear and concise manner that is appropriate to the target group and distribute it in a variety of ways 1.5 Select training delivery methods appropriate to the participants’ needs as well as a suitable location and available resources
2. Deliver training in a context appropriate to the community	2.1 Ensure training is delivered in a safe, accessible and culturally secure environment and is based on culturally appropriate practices 2.2 Select appropriate strategies and techniques to check for understanding and facilitate the learning process 2.3 Negotiate training objectives, planned activities and assessment procedures (if applicable) with participants to meet their specific and/or changing needs 2.4 Encourage self-determination and community control to ensure improved healthy lifestyle outcomes 2.5 Ensure confidentiality for all participants
3. Discuss behaviour in relation to diet and exercise	3.1 Address factors that influence weight gain and the concept of energy balance 3.2 Explain basic eating patterns for healthy weight and the disadvantages of quick weight-loss diets 3.3 Discuss the process and stages of, and factors influencing, behaviour change 3.4 Identify barriers to behaviour change and explore realistic solutions 3.5 Explain the benefits of physical activity and discuss common myths about physical activity 3.6 Explain how to develop and set SMART (specific, measurable, attainable, realistic and timely) goals
4. Discuss self-esteem and how it relates to health	4.1 Discuss self-esteem and the factors that influence it 4.2 Describe the effects of low self-esteem 4.3 Explore realistic ways of improving self-esteem 4.4 Review ways of making and maintaining healthy lifestyle changes and weight loss and associated benefits 4.5 Discuss ways of seeking ongoing support to help achieve goals 4.6 Plan activities to provide ongoing support and help to achieve goals
5. Develop participants’ skills in interpreting food labels and shopping to a budget	5.1 Explain how to identify healthy amounts of fat, salt and sugar from food labels 5.2 Discuss how to identify dietary terms and other terms for fat and sugar 5.3 Discuss benefits of budgeting and ways of shopping to get value for money 5.4 Explain the "10 Plan Shopping Guide" for balancing diet and budget and provide opportunities for practice 5.5 Discuss ways of buying food so that the money goes further and compare prices per kilo 5.6 Investigate range of foods available in local store(s) during a shopping tour and read food labels to ascertain nutritional value of particular foods 5.7 Plan healthy meals for one day
6. Provide low-fat cooking exercises	6.1 Discuss ways to cut down on fat and demonstrate low-fat cooking methods 6.2 Explain the healthy eating pyramid and the principles of healthy eating 6.3 Sort foods according to the Australian Guide to Healthy Eating and describe the elements of a healthy eating plan 6.4 Prepare and cook food using low-fat methods
7. Raise awareness of diabetes	7.1 Explain risk factors for type 2 diabetes 7.2 Address factors involved in type 2 diabetes prevention 7.3 Describe the signs and symptoms of type 2 diabetes 7.4 Discuss factors that affect diabetes management and strategies for managing diabetes 7.5 Provide definitions of type 1 diabetes, type 2 diabetes and gestational diabetes mellitus 7.6 Describe long- and short-term complications associated with diabetes
8. Review and evaluate the training program	8.1 Obtain feedback about the program, resources used and outcomes achieved from participants and the community 8.2 Encourage participants to self-evaluate and set future personal goals 8.3 Negotiate changes needed in the program with all stakeholders 8.4 Document the program evaluation according to organisational requirements 8.5 Suggest improvements to the program delivery plan to supervisor, other individuals, agencies and communities 8.6 Implement changes to the program delivery plan in consultation with the community and stakeholders as required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to interpret nutritional information, including units in kJ, Cal, g, mg, mcg, percentages and decimals in order to calculate daily nutritional requirements and energy expenditure of clients and design meal options to meet needs (carbohydrate, fats, protein amounts per meal/ per day)

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW034 Provide healthy lifestyle programs and advice

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

planned for at least one training program to deliver healthy lifestyle information and advice by:

- identifying a target audience for the program

- determining the content of the program, and the timeframes for delivery

- promoting the program through appropriate forums

- securing the location and necessary resources for the program delivery

delivered the training program at least twice by:

- communicating in a culturally appropriate and safe manner at all times with participants

- addressing the needs of individual participants, and the group as a whole

- checking for understanding of individuals, and supporting involvement of the group in training

- providing information about:

o healthy diet, including appropriate intake of specific ingredients such as salt, sugar and fat

o shopping for health food and meal preparation

o dietary guidelines

o diet and self-esteem issues

o preparation of healthy meals

o food labels and nutritional values

o principles of the Australian Dietary Guidelines

o links between diabetes and a healthy lifestyle, and general diabetes awareness

evaluated both healthy lifestyle training programs, customised to address participant and community needs by:

- communicating with individuals, families and communities to identify, establish and maintain lifestyle changes to achieve improved health

- identifying areas and suggesting specific measures for improvement.

documented all aspects of planning, delivery and evaluation of at least one healthy lifestyle training program.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

organisation policies and procedures and legislation or regulations relating to:

- client confidentiality

- referral, including various levels of urgency, and follow-up of clients

- mandatory reporting

- notifiable communicable diseases

- limits of own ability and authority

- reporting procedures

- documentation

nutrition for good health

specific nutritional issues for Aboriginal and/or Torres Strait Islander communities and individuals

Australian Guide to Healthy Eating and the nutrients associated with each food group

Aboriginal and Torres Strait Islander Guide to Healthy Eating

basic eating patterns for healthy weight and factors associated with quick weight-loss diets

benefits and common myths relating to physical activity

processes of behaviour change, including:

- stages of behaviour change

- factors that influence behaviour change

- barriers to behaviour change

nutritional needs of people at different stages in the lifecycle

risk factors associated with common nutrition-related diseases.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW035 Provide information and support around cancer

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to provide information about cancer and support for people and their families, to enable informed choices about prevention and screening, diagnosis and treatment, through to survivorship or palliation.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Promote the awareness of cancer prevention, screening and early detection	1.1 Provide accurate and current information about the nature, incidence and potential impacts of cancer in relation to Aboriginal and/or Torres Strait Islander communities 1.2 Provide health information regarding cancer in plain language, using visual aids where appropriate 1.3 Discuss risk factors relating to cancer in the context of local, cultural, community, family and individual issues 1.4 Provide information on ways to prevent or reduce the risk of cancer 1.5 Provide information about best-practice guidelines around early detection of specific cancers, in line with current recommendations
2. Provide support to clients with cancer	2.1 Provide support for clients with cancer and their families in Aboriginal and/or Torres Strait Islander communities in line with health service guidelines and identified protocols 2.2 Provide culturally appropriate and current educational resources about cancer and its treatment to clients and their families 2.3 Inform clients about services available in the community and statewide in relation to addressing cancer issues 2.4 Support clients to take a patient-choice lead in determining their treatment and cancer care 2.5 Facilitate appropriate referrals for clients with cancer in line with organisational guidelines and multidisciplinary clinical partnerships 2.6 Maintain confidentiality to reflect community and health service guidelines
3. Organise follow-up care for clients with cancer	3.1 Organise follow-up care for clients with cancer using recall functions on computer information systems 3.2 Provide current information about cancer survivorship and what this may mean in relation to family, community and returning to work 3.3 Explain palliation in a timely and culturally sensitive way to clients and their families 3.4 Provide feedback about the effectiveness of cancer information and support provided by local health services 3.5 Identify social and environmental factors that impact on cancer and address them in partnership with the Aboriginal and/or Torres Strait Islander community and other agencies

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Learning	in order to locate, evaluate and organise information to suit intended audience and purpose
Numeracy	in order to interpret, calculate and express the level of incidence of cancer using ratios and percentages

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW035 Provide information and support around cancer

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

communicated effectively and in a culturally safe and appropriate manner, on at least one occasion, to Aboriginal and/or Torres Strait Islander clients to promote community awareness of and current information about cancer and its different signs and symptoms and risk factors

provided support to at least three clients diagnosed with cancer and/or undergoing cancer treatment by:

- providing information about diagnostic tests and investigation techniques

- equipping clients with resources and explaining support services and their roles for the client and their families

- providing information regarding different treatment options

- liaising with other services to ensure appropriate exchange of client information

- assisting in planning and implementing care needs

- identifying and addressing barriers to receiving treatment

- explaining palliation options, if required

- facilitating appropriate referrals for clients.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

epidemiology and pathophysiology including:

- common signs and symptoms that aid early detection of cancer

- how cancer is detected and treated

- the basic definition of cancer and how cancer multiplies and spreads (i.e. the ‘weed’ analogy)

- the outcomes for Aboriginal and Torres Strait Islander people and why outcomes are generally worse for them than other Australians

- the statistical incidence of the main cancers affecting Aboriginal and Torres Strait Islander people including the common cancers affecting men and women

prevention and risk factors such as:

- how the social determinants of health affect wellbeing in relation to family, community and culture

- an understanding that Aboriginal and Torres Strait Islander people face a much higher burden of tobacco-related cancers than other people in the community

- ways to prevent or reduce the risk of cancer, including lifestyle-associated risk factors, such as smoking, alcohol, physical inactivity, overweight, obesity, poor diet, overexposure to sunlight, unsafe sex, hepatitis B, hepatitis C, human papillomavirus (HPV) and the role of vaccinations

screening and early detection, including:

- factors that influence an individual’s decision to participate in screening programs relevant to Aboriginal and Torres Strait Islander communities

- benefits of early diagnosis

- national screening programs available

- locations of where treatment options and support services are available

- the importance of patient choices (including the engagement of traditional healers and adherence to religious belief systems)

support during the cancer journey such as:

- the emotional and psychosocial impact of cancer diagnosis and treatment

- ways to access Aboriginal and/or Torres Strait Islander and other agencies and networks coordinating care for clients and their families who have experienced cancer

- ways to access referral agencies and other resources

- ways to communicate with clients and families during the emotional and psychosocial impact of cancer diagnosis and treatment

follow-up care, including:

- mechanisms for ensuring clients attend local health services for regular check-ups

- support mechanisms to manage physical and psychosocial care upon client’s return home

palliation, including:

- methods of managing the psychosocial aspects of symptoms and pain

- pain management methods and advanced symptoms management for people with terminal cancer

- ways to judge the appropriate time and to use culturally sensitive language to talk about the principles and philosophy of palliative care with Aboriginal and/or Torres Strait Islander people

administration and quality control, incorporating:

- the use of client information systems and recall functions to follow-up clients

- ways to enable Aboriginal and/or Torres Strait Islander Health Workers to provide feedback on cancer programs in the local health services where they are employed, to management and community

methods that are patient-choice led and individualised to cultural values of people under treatment:

- whereby multidisciplinary team principles and practices (including supportive care needs) are identified before treatment starts

- including common forms of treatment, such as surgery, radiotherapy, chemotherapy, non-active and traditional healing.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW036 Provide information and support to women with breast cancer

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to provide information and support around breast cancer, including breast awareness and early detection, diagnosis, treatment and follow-up care, as part of primary health care services for Aboriginal and/or Torres Strait Islander communities.

The unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT Elements define the essential outcomes	PERFORMANCE CRITERIA Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Promote awareness and early detection of breast cancer	1.1 Identify community and individual client needs in determining priorities for promotion of breast awareness and early detection of breast cancer 1.2 Provide accurate clinical information about the nature of breast cancer, including the definition and signs and symptoms 1.3 Give clients accurate information on incidence, survival and mortality rates of breast cancer in relation to Aboriginal and/or Torres Strait Islander communities 1.4 Discuss risk factors relating to breast cancer in the context of cultural, community, family and individual issues 1.5 Explain practices for early detection of breast cancer 1.6 Provide information and practical advice relating to modifiable risk factors of developing breast cancer
2. Provide information and support to clients being investigated for a breast cancer symptom	2.1 Equip clients with an overview of investigation methods and diagnostic tests for breast cancer 2.2 Provide information about own service and role to other organisations 2.3 Facilitate communication between services to optimise service delivery
3. Provide information and support to clients being treated for breast cancer	3.1 Provide information and current evidence regarding breast cancer treatments 3.2 Promote the exchange of information about care needs and positive multidisciplinary clinical partnerships in planning and implementing breast cancer care 3.3 Collaborate with clients, their family/significant others and the multidisciplinary team in planning and implementing care to meet the multiple health and support needs of clients 3.4 Provide appropriate information and resources on supportive care, and facilitate access to health services and community resources which provide such care
4. Provide information and support to clients to complete breast cancer follow-up care	4.1 Provide information to clients on follow-up care in relation to the breast cancer journey 4.2 Collaborate with clients, their family/significant others and the multidisciplinary team in planning and implementing follow-up care 4.3 Identify barriers to accessing treatment for cancer in Aboriginal and/or Torres Strait Islander women 4.4 Provide information on key psychosocial issues facing Aboriginal and/or Torres Strait Islander women with cancer 4.5 Use basic, culturally appropriate communication skills to support women being treated for breast cancer 4.6 Identify patients at higher risk of psychosocial distress who may benefit from additional assessment and appropriate referral for psychosocial care 4.7 Provide continuity of care for the patient, communicating regularly and collaboratively with the multidisciplinary health care team

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Learning	in order to locate, evaluate and organise information to suit intended audience and purpose
Numeracy	in order to interpret, calculate and express the level of incidence of cancer using ratios and percentages

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW036 Provide information and support to women with breast cancer

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

provided support to at least three different women diagnosed with breast cancer by offering:

- advice about available treatment

- information about further diagnostic tests and investigation techniques

- explanation of available services and their roles

- support to clients undergoing breast cancer treatment, including assistance with:

o information regarding different treatment options

o liaison with other services to ensure appropriate exchange of client information

o care plans and their implementation

o identifying and addressing barriers to receiving treatment

o access to support services for the client and their families

- follow-up with clients and identification of psychosocial issues, referring as required

- a collaborative approach to working with the multidisciplinary health care team to support client needs

communicated effectively and in a culturally safe and appropriate manner to Aboriginal and/or Torres Strait Islander women to promote community awareness of and current information about breast cancer and its signs and symptoms and risk factors. This must occur on at least one occasion in a group environment.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

early signs and symptoms of breast cancer

risk factors of early breast cancer

early detection breast cancer strategies such as:

- breast awareness

- mammography screening every two years

statistical incidence, survival and mortality rates of breast cancer in the Aboriginal and/or Torres Strait Islander population compared to the whole Australian population

definition of breast cancer, including:

- Ductal Carcinoma in Situ (DCIS)

- early breast cancer

- secondary breast cancer

healthy lifestyle strategies to reduce the risk of developing breast cancer

the three diagnostic components (also known as triple test) of early breast cancer which are:

- medical history and clinical breast examination

- imaging-mammography and/or ultrasound

- biopsy

treatments for early breast cancer, including the aim of treatment, duration and side-effects, including:

- chemotherapy

- hormonal therapy

- radiotherapy

- surgery (mastectomy and breast-conserving surgery)

- targeted therapy

the key psychosocial issues for Aboriginal and/or Torres Strait Islander women with breast cancer, including:

- emotional

- psychological

- physical

- practical

agencies able to provide support and assistance to Aboriginal and/or Torres Strait Islander women with breast cancer.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW037 Support the safe use of medications

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This unit was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Application

This describes the skills and knowledge required to support Aboriginal and/or Torres Strait Islander clients and communities to safely use medication through the provision of accurate information about medicines. This unit includes investigating individual client needs for information, and researching and delivering knowledge to clients to support the Quality Use of Medicines. It also involves delivering information as part of health promotion activities with communities or identified groups.

The unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

This unit does not include skills and knowledge to administer or supervise self-administration of medication, which is covered in HLTAHW020 Administer medications.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Determine client medication requirements	1.1 Consult client and/or significant others for medication history and allergies 1.2 Review relevant documentation 1.3 Identify options and contraindications of commonly used medications and discuss with prescriber and other relevant staff 1.4 Maintain appropriate records of client medication in line with organisation requirements
2. Interpret and clarify orders and instructions for medication	2.1 Receive and correctly interpret written and verbal orders and instructions for medications 2.2 Identify potential drug interactions and refer to the authorised prescriber 2.3 Consult authorised practitioners and other senior health staff if required to clarify medication instructions 2.4 Check written and verbal medication instructions against published medicines’ information resources 2.5 Recognise special precautions and contraindications of use of particular medicines and refer to an appropriate person
3. Support clients in their use of traditional and western medicines	3.1 Identify traditional/bush medicines commonly used in the local community 3.2 Support and promote the role of traditional healers and traditional/bush medicines as an adjunct to western medical treatment 3.3 Identify generic and brand names of medicines used commonly in Aboriginal and/or Torres Strait Islander primary health practice, using reference sources as required 3.4 Provide information to clients on mechanisms of action, dosing and common side-effects 3.5 Provide Consumer Medicines Information (CMI) and explain to clients as required 3.6 Support clients to question proposed medical treatments to clarify the purpose, action and any issues relating to medication 3.7 Obtain feedback from client to determine their understanding of information provided 3.8 Support clients, where appropriate, to obtain prescription medicines under the Pharmaceutical Benefits Scheme (PBS) and other federal initiatives
4. Deliver information to support clients in the use of medications	4.1 Deliver clear and accurate information to support the client’s Quality Use of Medicines in a confidential and culturally appropriate and safe manner 4.2 Check the client’s understanding of information provided and support the client to make decisions and further inquiries about medication use 4.3 Support clients to obtain access to benefit schemes and other supports as appropriate 4.4 Evaluate the impact of information on the individual client’s health through follow-up contact 4.5 Document all information provided about medications according to organisation procedures
5. Provide advice about storage and transport of medication	5.1 Explain to client the importance of correct and secure storage of medication in the home or other locations, including keeping medication away from children 5.2 Advise clients of the correct way to handle medication, including cold chain transport for medication requiring refrigeration 5.3 Explain to clients the importance of only using in date and undamaged medication 5.4 Provide advice to clients to correctly transport, store and dispose of their medications
6. Provide information and support to community	6.1 Communicate in a culturally appropriate and safe manner with community members to identify community or specific group requirements for medication information 6.2 Investigate generic medication information to be provided to support community or specific group needs 6.3 Identify and make use of culturally appropriate and safe ways to effectively provide information to community and specific groups about medication 6.4 Support individual members of community or specific groups to gain individual advice about specific medication issues 6.5 Evaluate the impact of information on the community or a specific group’s awareness and use of medication through follow-up contact with community members

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to interpret and explain dosage requirements to client

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW037 Support the safe use of medications

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This unit was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

provided clear and accurate information to support the safe use of medicines to least five individual clients. This includes:

- communicating effectively and in a culturally safe and appropriate manner to identify client information needs about medication, and providing information to meet those needs

- undertaking research and using various medication references and resources, such as MIMS, standing orders, guidelines and CMI in line with the Quality Use of Medicines framework and organisational requirements

- using published medication references and resources to:

o check written orders for medicines

o identify medicines by their generic and/or brand names

o note potential drug interactions

o identify special precautions and contraindications

o check terms and abbreviations commonly used in prescribing and administering medications

- confirming information to be provided to the client with relevant health professionals

- working within the scope and parameters of the work role as a member of a multidisciplinary team providing primary health care to Aboriginal and/or Torres Strait Islander clients and community

- maintaining records and documentation in line with organisational requirements

provided clear and accurate information to support the local Aboriginal and/or Torres Strait community, or a section of the community, in the use of medicines by on at least one occasion by:

- using culturally appropriate and safe communication to determine needs for medication information by a community or specific group

- researching and determining the information to be provided

- delivering information in a culturally appropriate and safe manner to a group of community members.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

application of universal precautions in the administration of medicines

basic medications commonly used in daily role, and effects on the body

federal and state legislation relating to the control, labelling, storage and dispensing of drugs and medication

workplace health and safety issues

organisational policies and procedures relating to drugs and medications

schemes and programs to support access to medications, including the PBS and Close The Gap Initative

relevant services provided by Commonwealth, state and territory to support medication use

signs of anaphylaxis and appropriate management /referral

Quality Use of Medicines and the CMI

National medication access and review initiatives for Aboriginal/Torres Strait Islander people

special considerations in use of medicines, including:

- pregnancy and lactation

- renal failure

- anti-coagulant therapy

- potential drug interactions

- differences of medication impact on children and adults

types of locally available/used traditional bush medicines and their benefits.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW038 Assess and promote physical and emotional wellbeing of children

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This unit was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Application

This unit describes the skills and knowledge required to identify, assess and implement care related to the growth and development, and to promote wellbeing for, children from birth to 5 years of age.

The unit applies to Aboriginal and Torres Strait Islander Health Workers who are working with families and children within a primary health care context.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Assess current child physical health and wellbeing	1.1 Consult family or carer regarding child, family and social history 1.2 Review documentation relevant to child’s physical and emotional health 1.3 Conduct a full assessment of the child according to organisation procedures 1.4 Identify normal and abnormal findings in conducting child health assessment 1.5 Recognise and respond to indicators for potentially serious health concerns according to standard treatment in line with protocols 1.6 Record information according to organisation guidelines
2. Develop a health care plan	2.1 Identify physical and emotional health needs of infants and children 2.2 Discuss and confirm child health requirements of the health care plan with primary health care team and/or supervisors 2.3 Work collaboratively with families or carers, the multidisciplinary team, organisations and agencies to develop a health care plan 2.4 Identify appropriate health care activities to include in plan 2.5 Develop plans according to standard treatment protocols, work roles and legislative frameworks 2.6 Discuss health care plans and possible options with parents or carers and where possible, with the child to support understanding and cooperation
3. Deliver health care to children according to health care plan	3.1 Provide care according to the child health plan and client requirements 3.2 Refer to standard treatment protocols, own work role and scope and legislative frameworks to implement the care plan 3.3 Implement immediate and appropriate actions in response to relevant child health conditions in line with standard protocols 3.4 Provide health education to family or carers and encourage questions to support understanding 3.5 Where possible, encourage the child to ask questions about own health to support the child’s own understanding and involvement in health care
4. Monitor and review continuing care for children	4.1 Use regular appointments and checkups to monitor the progress of the health care plan and health of the child 4.2 Discuss outcomes of health checks with primary health care team to identify required changes to health care plan 4.3 Ensure continuing health care plans are made to reflect ongoing monitoring of health and continued care

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW038 Assess and promote physical and emotional wellbeing of children

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This unit was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

assessed the physical and emotional wellbeing of at least three children aged birth to 5 years by:

- engaging and communicating with each child’s family in a culturally appropriate and safe manner to gather information about the child

- communicating in a safe and welcoming manner with each child

- undertaking an assessment of the child’s physical health

- completing an assessment of the child’s emotional health

- interpreting assessment results and responding accordingly to results outside of normal ranges

- identifying areas to address in each child’s health care plan

developed a health care plan for at least three children aged birth to 5 years by:

- consulting with relevant staff and colleagues on appropriate health care for the child

- discussing health needs of the child with the family

provided health care according to the health care plan for at least three children aged birth to 5 years, including;

- referring the client to appropriate health care providers according to the child’s needs

- encouraging the child and family to ask questions about the health care being delivered

monitored health care of at least three children aged birth to 5 years and made adjustments to the health care plan according to child’s progress and health.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

application of universal precautions

workplace health and safety issues

physical and cognitive developmental milestones

communication with families and children

assessment of the physical wellbeing of children

child social and emotional wellbeing assessment

assessment and management of the following common child health conditions:

- anaemia

- respiratory conditions including chest infections, viruses and asthma (acute and ongoing management)

- oral health and dental problems

- diarrhoea, acute and persistent

- ear and hearing problems including examination, assessment and management

- rashes and skin conditions

- urinary problems

- cardiac including rheumatic heart disease and acute rheumatic fever

health care which includes growth monitoring

assessment and management of failure to thrive and growth faltering

language and communication assessment and referral procedures

childhood immunisation schedule and requirements

dehydration and rehydration requirements in unwell children

assessment and management of serious conditions for children birth to five years – the unwell child and the warning signs

management of the febrile child

child safety and protection including child neglect, physical and emotional abuse and sexual abuse; non accidental injuries in children

Charter on Rights of Children and Young People in Health Care Settings in Australia

child health promotion strategies including:

- immunisations

- disease prevention and hygiene-

- mental health promotion

- early learning promotion

- exercise and physical wellbeing

organisation policies and procedures relating to child health and wellbeing assessment, planning and implementing health care.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of, and under the supervision of, a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment including diagnostic tools for child health assessments.

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW039 Monitor early childhood growth and development

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This unit was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Application

This unit describes the skills and knowledge required to identify appropriate growth and development milestones with children aged birth to 5 years.

This unit applies to Aboriginal and Torres Strait Islander health workers who are working with families and children within a primary health care context.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Initiate and undertake growth and development monitoring	1.1 Establish trust and rapport with children and their families/carers through effective communication strategies 1.2 Maintain confidentiality of client information 1.3 Use culturally appropriate and safe methods during interactions 1.4 Provide information to children and their families/carers regarding growth and development procedures 1.5 Use appropriate screening tools and equipment as per child health protocols and procedures 1.6 Conduct screening in accordance with organisational policies and procedures and workplace health and safety requirements, in line with job role 1.7 Use age-appropriate strategies when performing growth and developmental screening 1.8 Accurately document growth and development screening data
2. Interpret results of growth and development screening and undertake actions	2.1 Review screening findings against tools and in accordance with organisational protocols 2.2 Recognise deviations from normal parameters regarding child growth and development 2.3 Recognise the cumulative effects of multiple risk factors and the developmental implications 2.4 Provide information to child, parent/caregiver regarding the results and the negotiated care plan required 2.5 Discuss and develop a plan in consultation with appropriate health care professionals, organisations and/or agencies 2.6 Implement appropriate actions and care according to organisational protocols, in line with work role and legislative frameworks
3. Promote optimal growth development and wellbeing in childhood	3.1 Provide information to parents and carers regarding influences that shape growth, development and wellbeing in childhood 3.2 Identify environmental conditions and experiences known to have adverse effects on prenatal and early childhood development 3.3 Identify features and qualities of communities that help or hinder families in their capacity to raise young children adequately 3.4 Identify local resources to assist in promoting growth, development and wellbeing in childhood 3.5 Promote strategies to support individuals and the community to foster optimal health and wellbeing in childhood 3.6 Provide referrals to appropriate support programs

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW039 Monitor early childhood growth and development

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This unit was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

monitored the growth and development of at least three children aged birth to 5-years-old by:

-using effective communication strategies which demonstrate cultural appropriateness and safety to engage with the families and/or carers of each child

- explaining the purpose and promoting the benefits of screening to clients and parents/carer

- taking a detailed history, eliciting relevant information from the child, carer or family and documentation

- using screening tools and equipment in accordance with organisational protocols

- making referrals for assessment based on parental concerns and any observed variations

- initiating appropriate actions in response to growth and development screening results, in line with organisational procedures and protocols, for presenting health conditions

- explaining concepts related to growth and development including:

o nutrition – including breastfeeding

o physical activity

o environment

- informing parents/caregivers about age-appropriate milestones of growth and development including;

o fine and gross motor skills

o emotional, social and behavioural development

o language and communication

- documenting outcomes of all assessment, treatment decisions and monitoring according to organisation procedures and policies and in regard to confidentiality of the clients and families.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

This includes knowledge of:

core principles of child development and broader knowledge of current research around child development

the impact of contextual factors that influence and challenge a child’s physical, emotional and psychological development

broad understanding of the domains of child development

developmental milestones within specific age groups

indicators of abnormal or ‘red flags’ within the age-specific developmental domains

differences among children in stage of development, needs, interests and strengths when providing services to children

application of standard universal precautions

past and present growth and development trends within Aboriginal and Torres Strait Islander population

maternal history and issues related to pregnancy and childbirth

differences in growth patterns for breastfed and formula-fed children, preterm infants and infants with a disability

assessment and management of failure to thrive and growth faltering

child health promotion strategies including:

- immunisations

- disease prevention and hygiene

- mental health promotion

- protective behaviors

- early learning promotion

- exercise and physical wellbeing

organisation policies and procedures relating to child health and wellbeing assessment, planning and implementing health care.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of, and under the supervision of, a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. This may include tools and equipment associated with child growth and development screening and monitoring.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW040 Promote burns prevention in homes and the community

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This unit was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Application

This unit describes the skills and knowledge required to educate community members on burn and scald hazards and other risk factors within the home and community.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Identify burn and scald risk factors	1.1 Demonstrate respect for Aboriginal and/or Torres Strait Islander community values, beliefs and gender roles when assessing burn and scald hazards 1.2 Establish high-risk age groups, families or community members 1.3 Identify the perceptions that high-risk groups have of risk-taking behaviour 1.4 Undertake risk assessment of client’s environment to identify potential burn and scald hazards 1.5 Complete risk assessment of potential burn and scald hazards within the workplace and community setting 1.6 Research national burns epidemiology for Aboriginal and Torres Strait Islander people, to raise burns awareness
2. Provide prevention information and education	2.1 Communicate basic steps of burns first aid to client or community member 2.2 Demonstrate safer practices for identified burn and scald hazards 2.3 Deliver prevention information and education to clients or community members 2.4 Provide appropriate burns prevention and education literature and resources to clients and community members 2.5 Identify burn or scald prevention infrastructure legislation in housing standards and inform clients and community members 2.6 Identify and make contact with services from which mechanical prevention aids can be obtained and installed (i.e. smoke alarms)
3. Evaluate burns and scalds prevention strategies	3.1 Evaluate prevention strategies according to workplace policy and procedures 3.2 Monitor incidence and severity of burn or scald injuries in the community 3.3 Obtain feedback from clients and community members in relation to prevention and education strategies implemented 3.4 Identify burns prevention programs and other resources available to the community 3.5 Identify and share successful burns prevention strategies with other communities

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to undertake risk assessments, including calculating probability and likelihood

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW040 Promote burns prevention in homes and the community

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This unit was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

explained and described burns prevention strategies using clear, simple language

worked with community to seek input and feedback on burns prevention programs

observed, obtained and interpreted information from at least three clients in relation to burn injuries, client behaviour and health services

worked with clients, colleagues, community members and other agencies as required

performed a risk assessment of potential burn hazards in the community.

All performance evidence must be performed at least once.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

effective strategies to monitor and manage identified burn risks in line with community needs and sensitivities

methods of evaluating burns prevention programs and providing feedback to health service management and the community in line with organisation and community requirements

epidemiology of Aboriginal and Torres Strait Islander people

the range of burn injuries:

o thermal burn

o chemical burn

o electrical burn

o cold injury

prevention information and safer practices for identified burn and scald hazards

basic home fire safety including high-risk groups, behaviour that contributes to fire injury and fatalities, and smoke alarm placement, installation and maintenance

appropriate burns education and prevention literature

other burns prevention programs locally, in the region, state, territory and/or federally and resources available to health workers

legislation around burn or scald prevention infrastructure in housing

sources providing advice around mechanical prevention aids

ways to contact and access available health and support services in the region

Advanced Medical Program Video-Conferencing facilities.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW041 Assess and manage emergency treatment of burns

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This unit was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Application

This unit describes the skills and knowledge required to effectively assess the severity of a burn injury and implement appropriate emergency care and management strategies for clients in Aboriginal and Torres Strait Islander communities.

The unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

All work is to be carried out with guidance from and under supervision of a medical practitioner or other appropriate health care professional.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Assess the severity of a burn injury	1.1 Use culturally appropriate and safe communication skills when treating clients 1.2 Assess the size and depth of a burn injury using appropriate estimation methods 1.3 Identify the pre-disposing factors to burn depth progression 1.4 Identify the pre-disposing factors to delayed burn wound healing
2. Implement burn injury emergency management procedures appropriate to the client’s burn injury	2.1 Identify need(s) for emergency services and medical assistance and undertake triage as required 2.2 Communicate with personnel, emergency management services and medical assistance personnel as appropriate 2.3 Undertake a systematic survey of the client’s clinical status using standard emergency treatment principles 2.4 Use pain management strategies with the client 2.5 Refer clients with a burn injury to a Burn Unit, as appropriate 2.6 Identify and implement emergency management procedures and select correct wound dressing to treat identified type of wound 2.7 Commence intravenous resuscitation under supervision and/or as directed by a medical officer or other qualified personnel 2.8 Monitor and document fluid balance chart 2.9 Monitor and document the client’s ongoing clinical status
3. Treat burn injury according to specific burn type	3.1 Undertake a risk assessment of potential hazards in the incident area 3.2 Identify need(s) for emergency services/medical assistance and undertake triage as required 3.3 Communicate with appropriate personnel, emergency management services and medical assistance as appropriate 3.4 Convey information on client’s burn injury to relevant personnel to minimise the risk of complications
3.5 Use Personal Protective Equipment (PPE) when undertaking first aid 3.6 Use irrigation to minimise injury to unaffected body parts and to the health worker 3.7 Identify specific risks and implement management procedures to treat identified burn 3.8 Deliver appropriate first aid to a client, according to type of burns wound, using available resources and within the context of client and environmental factors 3.9 Treat wound(s) in the immediate post-first-aid period
4. Assess psychosocial needs and risks, implementing techniques that support the client and family.	4.1 Establish effective communication with a client and family 4.2 Provide a supportive environment to a client and family in crisis 4.3 Identify presentation patterns of possible non-accidental burn injury in children and mandatory obligations when working with children 4.4 Identify presentation patterns of possible non-accidental burn injury in adults and provide appropriate support strategies 4.5 Undertake risk assessment of a client, identifying risk factors which may indicate a risk to self or the safety of others

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to measure heart rate, temperature and blood pressure in determining clinical status in order to calculating probability and likelihood as part of risk assessment

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW041 Assess and manage emergency treatment of burns

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This unit was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

performed emergency burn procedures for at least five different clients with burn injuries. This includes:

- assessing percentage of Total Burn Surface Area (TBSA) using Lund and Browder

- estimating burn depth

- communicating with personnel from emergency management services and/or medical services

- calculating fluid resuscitation requirements according to modified Parklands formula

- commencing intravenous resuscitation under supervision and/or as directed by a Medical Officer or other qualified personnel

- monitoring and documenting:

o fluid balance chart

o vital signs

- undertaking a risk assessment of potential hazards in the incident area

- delivering information to minimise the risks of complications

- delivering appropriate first aid to the burn type

- administering appropriate wound care in the immediate post-first-aid period, appropriate to the type of burn

- performing ‘to the floor’ irrigation in relation to chemical burn injuries

- communicating information to minimise the risk of burn wound complications

- using PPE as required

- instigating communication with clients and families

- enabling a supportive environment for clients and families

- providing support strategies for clients with possible non-accidental burn injuries.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

- structure and function of the skin

- principles of healing

- principles of burns shock

- effects of burn injury on the immune system

- pathophysiology of inhalation injury

- estimating the percentage of TBSA using the Lund & Browder method

- determination of burn depth

- knowledge of the Jackson Burn Wound Model

- principles of moist wound healing

- predisposing factors to burn depth progression

- predisposing factors to delayed burn wound healing

- morbidity and mortality rates of burn injuries

- referral guidelines for clients with a burn injury to a Burns Unit

- regional emergency services

- expert medical assistance

- emergency burns injury management procedures:

o incident severity assessment

o systematic assessment of the person’s clinical status

o pain management strategies

- specific risks and management of:

o chemical injury

o electrical injury

o circumferential injury

o inhalation injury

o children with burn injuries

- fluid input and urinary output

- monitoring and documenting the person’s clinical status

- specific first aid management for thermal, chemical, and electrical burns, and cold injuries

- potential hazards associated with:

o flame, scald and contact burn incidents

o liquid and powder chemical burn incidents

o electrical burn incidents

o LPG, ice and other cold injury incidents

- contact persons from emergency and medical services

- information that minimises the risk of complications

- predisposing factors to burn depth progression

- correct emergency management of spinal injury (electrical injuries)

- PPE usage

- risks and management of specific chemical burns, including:

o acid burn

o alkaline burn

o powder chemical burn

o alkali-metal burn

o bitumen burn

- burn wound care and management, including:

o principles of wound care

o what environment minimises risk of infection

o principles of wound dressing selection

o traditional or bush medicines and local products that may help or infect a burn injury

- initial psychosocial management, encompassing:

o effective communication with family and client

o supportive environment for family and client

o mandatory obligations when working with children

o supportive strategies in relation to non-accidental injuries when working with adults.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW042 Implement a burns rehabilitation care plan

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This unit was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Application

This unit describes the skills and knowledge required to manage and promote the ongoing physical, physiological and psychological rehabilitation of a client recovering from a burn injury.

The unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Assess the psychosocial impact of burn injuries on clients	1.1 Respect Aboriginal or Torres Strait Islander people’s community values, beliefs and gender roles when assessing psychosocial impact 1.2 Undertake risk assessment of the client, identifying factors which may indicate risk to themselves or the safety of others 1.3 Identify the social and cultural implications of a burns injury 1.4 Note possible signs of trauma and/or major mental health issues related to the burn injury 1.5 Identify pre-existing factors in the individual, family and/or community that may impede or facilitate recovery and the healing process 1.6 Involve family or significant others in the assessment process
2. Implement a care plan in response to psychosocial assessment	2.1 Develop a care plan in consultation with the client and/or significant others, in line with organisation, community and confidentiality requirements 2.2 Address client’s rehabilitation needs and findings of routine psychosocial assessment in the care plan 2.3 Document care plan in line with organisation and community requirements 2.4 Communicate care plan to client and/or their carer(s) and negotiate as required to encourage full understanding and agreement 2.5 Take action to minimise risk of harm to self or others during implementation of care plan 2.6 Support client to take a self-care approach to health in line with individual needs and organisational requirements
3. Develop scar management strategies	3.1 Identify factors affecting scar formation 3.2 Apply pressure garments correctly and with care 3.3 Implement methods to minimise hypertrophy, increase scar pliability and protect burned skin 3.4 Implement methods to prevent or minimise contracture 3.5 Employ simple techniques to reduce itching 3.6 Instruct the client about basic massage techniques, as appropriate 3.7 Refer clients to allied health professionals, as appropriate 3.8 Discuss reconstructive options with allied health professionals and clients, if relevant
4. Incorporate nutrition and exercise in care plan	4.1 Explain to the client the importance of nutrition in burn recovery 4.2 Develop an exercise program in consultation with health professionals that encourages movement and ambulation 4.3 Instruct the client in basic exercises under the supervision of a health professional 4.4 Facilitate exercise through splinting/positioning 4.5 Use adaptive equipment where relevant 4.6 Discuss the consequences of not following an exercise program with the client and/or carer(s)
5. Refer clients in line with care plan	5.1 Identify and inform clients of community and health services that provide support to burns patients and/or their families 5.2 Make referrals in line with service policy and procedures 5.3 Follow-up with clients and families once referred

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW042 Implement a burns rehabilitation care plan

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This unit was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

formulated care plans for at least three clients by:

collaborating with other members of a multi-disciplinary team to determine:

findings of psychosocial assessment

risk of harm to self and others

communicating care plans to each client and checking their understanding

using a motivational interviewing approach

correctly determining the appropriate rehabilitation therapies required in the specific circumstance of burns rehabilitation

carrying out rehabilitation procedures and education safely and effectively on at least three occasions, including:

positioning and splinting

oedema management

movement and ambulation

functional activity

adaptive aids

nutrition

supporting each client to take a self-care approach to health with provision of appropriate information and other measures

referring clients as necessary in accordance with service policy and procedures

following up with patients and their families once referred

educating and informing clients about psychosocial issues and possible services to assist recovery.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

reconstructive options in relation to burns rehabilitation

principles of scar management, working in collaboration with allied health professionals

aims and consequences of rehabilitation exercise regimes – under the supervision of a health professional

psychosocial factors affecting burn injury clients:

risk to self and others

social and cultural implications

common individual reactions to a burns injury

possible signs of trauma and mental health issues

pre-existing factors in family and wider community that may impede or facilitate recovery and the healing process

family involvement

communication skills

community and health services which may support burns patients and/or their families with psychosocial needs

referral process in accordance with service policy and procedures.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multi-disciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment, including medical equipment, splints and pressure garments used in aiding wound recovery.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW043 Facilitate access to tertiary health services

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to develop and maintain links with tertiary referral centres for Aboriginal and/or Torres Strait Islander health. It includes developing and maintaining networks with health services, assisting clients requiring transport and accommodation, providing information, and participating in discharge planning.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers working independently and as part of a multidisciplinary team to deliver primary health care services to Aboriginal and/or Torres Strait Islander clients and community.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Develop and maintain cooperative working relationships with tertiary health services	1.1 Gather information about relevant tertiary health services, organisations and key contacts 1.2 Establish networks to meet client needs and organisation objectives as required 1.3 Maintain working relationships between and within organisations to provide benefits for clients and the organisation 1.4 Provide and share information and resources about own and other organisations as requested
2. Support clients to access tertiary health services	2.1 Provide clients with information about available tertiary health services and support, as appropriate 2.2 Assist clients and their families with transport and accommodation to access tertiary health services as required 2.3 Liaise with government and non-government agencies, departments and organisations as required 2.4 Provide advocacy to support relationships between clients and other organisations and agencies as required
3. Participate in discharge planning	3.1 Identify and communicate with key individuals involved in discharge planning at the tertiary health service 3.2 Discuss discharge planning with clients and their families 3.3 Liaise with the tertiary health service in relation to timing of discharge, transport needs, medication and client follow-up requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to gather and interpret relevant health services information, including costs to clients

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW043 Facilitate access to tertiary health services

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

worked effectively across the range of health support services, in line with community needs and workplace requirements, to support at least three different clients in accessing tertiary health services by:

establishing and maintaining working relationships and networks with relevant tertiary health services for the benefit of clients and own organisation

providing accurate and relevant information and guidance to support each client’s understanding of and access to tertiary health services by:

gathering relevant information about tertiary health services for each client’s identified needs

providing oral and written information about the available services and processes

assisting clients with written documents

arranging and/or supporting travel and accommodation of clients accessing tertiary health services

interpreting and communicating costs to clients, if relevant

supporting discharge arrangements, including liaising between the tertiary health service and the client on each client’s behalf.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

relevant tertiary health services available to Aboriginal and/or Torres Strait Islander clients needing access to specialised care, including Aboriginal Community Controlled Health Organisations

arrangements needed to assist client to access available support services, including transport, accommodation and other needs incidental to accessing tertiary health services

communication strategies, including cross-cultural communication

major tertiary referral centres in the relevant metropolitan or regional centre, including:

locations

functions

services

specialities

key individuals in tertiary referral centres and their:

contact details

roles/ position

organisation standards, policies and procedures, including discharge procedures.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

individually or as a member of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW044 Advocate on behalf of the community

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to promote the rights, needs and self-determination of the Aboriginal and/or Torres Strait Islander community, in consultation with that community. It involves engagement with the community to identify needs and areas of concern and determine ways of resolution.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers working independently and as part of a multidisciplinary team to deliver primary health care services to Aboriginal and/or Torres Strait Islander clients and community.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Identify issues of concern to the community	1.1 Contact key people in the community and assist them to identify issues of concern relating to health 1.2 Facilitate discussion among key people to clarify identified community concerns 1.3 Confirm information about community concerns with key people and record, in line with community and organisation requirements
2. Develop a strategy for addressing the issues	2.1 Provide key community representatives with information about options for meeting identified community needs 2.2 Assist key community representatives to identify the community's preferred option 2.3 Develop strategies in consultation with key people and the community 2.4 Review strategies in consultation with the community
3. Communicate the concerns to relevant agencies	3.1 Identify relevant individuals or agencies and contact them about the issues of concern 3.2 Represent the community’s point of view clearly to those involved 3.3 Discuss progress/outcome of the issue with key people and the community 3.4 Maintain community and individual confidentiality
4. Promote the rights, needs and interests of the community	4.1 Regularly discuss rights and needs of the community with workers, other individuals and agencies, in appropriate forums 4.2 Make suggestions for improving services to workers, other individuals and agencies 4.3 Facilitate implementation of change in line with community, organisation and any associated regulatory requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW044 Advocate on behalf of the community

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

advocated for at least one Aboriginal and/or Torres Strait Islander community, or identified group within that community, by:

identifying and clarifying at least one area of concern relating to Aboriginal and/or Torres Strait Islander community health in consultation with the community

supporting the community to develop at least one strategy to address the identified issue

discussing identified issues within own health service, and facilitating change to address identified issues

communicating with relevant agencies and organisations, as identified, to address issues

promoting identified community interests in appropriate forums

lobbying relevant government and non-government agencies, departments and organisations to facilitate change

negotiating with stakeholders relevant to the identified issues.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

relevant policies, protocols and procedures of the organisation

key aspects of:

Royal Commission into Aboriginal Deaths in Custody

National Aboriginal Health Strategy

relevant current federal, state/territory and local government policies and legislation

Charter of Human Rights and Rights of the Child

child protection legislation

domestic violence legislation

anti-discrimination legislation

Disability Support Services and Veterans’ Affairs guidelines.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

individually or as a member of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW045 Plan, develop and evaluate primary health care programs for Aboriginal/Torres Strait Islander comm.

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to organise health program work as part of Primary Health Care services to Aboriginal and/or Torres Strait Islander clients.

It includes planning and developing programs to address identified health needs; and designing, structuring and evaluating the effectiveness of health programs for Aboriginal and/or Torres Strait Islander communities.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers working independently and as part of a multidisciplinary team to deliver primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Plan a health program as part of primary health care services	1.1 Identify community health needs in partnership with the community 1.2 Review, with primary health team, existing health program activities for effectiveness in addressing identified community health needs 1.3 Establish priorities for development of health programs 1.4 Identify relevant community members, primary health staff and other health professionals to support the development of health programs 1.5 Identify necessary resources and availability
2. Develop a health program as part of primary health care services	2.1 Design program in partnership with key representatives of the community and relevant agencies/organisations 2.2 Identify appropriate delivery strategies according to the needs of the target group, location and health issue 2.3 Promote client self-care approach to health as part of health program 2.4 Ensure health program has a holistic, culturally sensitive approach 2.5 Develop effective measures to ensure record maintenance, confidentiality and compliance with legislation 2.6 Design evaluation criteria and processes to measure the program’s effectiveness in addressing identified community health objectives
3. Evaluate health program as part of a primary health care service	3.1 Review program records to evaluate program against criteria that reflect identified community health objectives 3.2 Identify program strengths and areas for improvement as a basis for continual enhancement of health outcomes 3.3 Seek feedback on program effectiveness and provide to community and organisation representatives 3.4 Communicate outcomes of the evaluation to relevant stakeholders to guide future activities in the delivery of health services to the community

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to gather, interpret, measure and analyse qualitative and quantitative data

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW045 Plan, develop and evaluate primary health care programs for Aboriginal/Torres Strait Islander comm.

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

planned and developed at least two programs as part of primary health care services across a range of contexts, including:

assessing and addressing community health needs

consulting key community representatives and related agencies/organisations

analysing funding requirements for programs to prepare proposal/submission

identifying appropriate delivery and evaluation strategies

accessing, adopting or developing required resources

evaluated at least one health program as part of primary health care services by:

assessing program against criteria that reflects identified community health objectives

identifying program strengths and areas for improvement

seeking feedback on program effectiveness and providing feedback to community and organisations.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

relevant policies, protocols and procedures of the organisation

health programs relevant to the area/region/community

management of common existing and potential health problems for the community

effective strategies to monitor and manage identified health problems in line with community needs and sensitivities

occupational health and safety practices and procedures relevant to the work (e.g. manual handling)

available health and support services in the region.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

individually or as a member of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW046 Apply advanced skills in primary health care

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit deals with the required skills and knowledge to independently develop, implement and evaluate a care plan for individual clients.

It involves independent decision-making and problem-solving in relation to a wide range of health problems which may impact on Aboriginal and/or Torres Strait Islander clients, as well as the initiation of tests, examinations and treatments.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers working independently and as part of a multidisciplinary team to deliver primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance Criteria specify the level of performance needed to demonstrate achievement of the Element.
1. Assess client’s health	1.1 Build and maintain relationship of trust with each client, with active promotion of and strict adherence to confidentiality 1.2 Undertake detailed assessment in line with protocols for specific health condition/s 1.3 Review client records to determine priorities and potential areas of risk for each client 1.4 Evaluate impact of previous care strategies 1.5 Initiate relevant examinations and tests as required to identify and/or clarify any suspected or identified health issues and/or abnormalities 1.6 Communicate with the client in a culturally appropriate and safe manner in relation to any health issues and/or abnormalities and to inform ongoing health management
2. Interpret common pathology tests	2.1 Explain significance of common haematological, biochemical and microbiological test abnormalities to clients in plain language 2.2 Assess numerical test values against normal reference ranges 2.3 Refer abnormal pathology test results to medical practitioners as appropriate
3. Develop care plan	3.1 Formulate care plan to address identified health issues 3.2 Develop care plan with reference to the relevant health care team and other health care providers 3.3 Develop care plan in collaboration with the client 3.4 Propose treatment in accordance with organisation policies and procedures and as negotiated with the client, their family and/or the community 3.5 Include measures consistent with standing orders/written protocols, based on health assessment findings 3.6 Refer client as required to relevant health professionals in line with community, organisation and regulatory requirements 3.7 Document health care plan in the client’s file in accordance with organisation policies and procedures
4. Implement care plan	4.1 Provide care (treatment) to address identified health issues and manage chronic health problems 4.2 Encourage client to undertake regular health reviews to address identified health issues 4.3 Encourage client to maintain identified care practices to address the health issues 4.4 Monitor client health regularly to assess impact of treatment/s and care services 4.5 Provide client with information relevant to promoting and maintaining their health in a way they understand 4.6 Support client with information about each aspect of the care plan and the rationale for its inclusion 4.7 Initiate action (including referral) as determined by effective decision-making, in line with organisation policies, based on results of clinical assessment and in accordance with accepted procedures and protocols 4.8 Conduct treatment in accordance with the care plan, organisation policies and procedures and occupational health and safety requirements 4.9 Use medical equipment correctly and maintain equipment in accordance with manufacturer’s specifications and organisation policies 4.10 Maintain current, complete, accurate and relevant records for each client contact
5. Review care plan	5.1 Use regular client health checks as a way of monitoring and reviewing health care plan 5.2 Evaluate ongoing client health against identified criteria and make changes or referral, as determined by client’s condition and organisation procedures 5.3 Communicate effectively with the client and significant others to evaluate effectiveness of health care

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to interpret common haematological, biochemical and microbiological test abnormalities and other pathology test results

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW046 Apply advanced skills in primary health care

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has, on at least three different occasions:

undertaken a detailed health assessment of Aboriginal and/or Torres Strait Islander clients, including adults and children

reviewed all relevant information for clients, including past treatment plans, to support the health assessment

carried out, and interpreted the outcomes of, relevant tests and examinations to identify and clarify specific health issues

developed care plans for clients, including treatment, in consultation with relevant health care team and health care professionals

communicated all aspects of the health care plan to clients and/or family in a culturally appropriate and safe manner, encouraging understanding and questions

implemented the health care plan by:

initiating treatment, including administering specific treatment procedures

referring clients to appropriate health services

using medical equipment necessary to determined treatment actions

monitoring the client’s progress and adjusting treatment as required to support health

supporting the client to engage in their health care plan by providing information to the client about their specific health issues

using client appointments to review the progress of the client under the treatment plan

documented all stages of the assessment, planning and implementation of health care

communicated at all times with the client in culturally appropriate and safe ways to support their health treatment, during the assessment, and planning and implementation of treatment

exercised decision-making and problem-solving skills in their treatment of clients

consulted and referred to other health professionals as required to support client care.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

key aspects of anatomy/physiology, pharmacology, and microbiology, associated with a range of health conditions including chronic conditions health

common treatments and associated care services and treatments relevant to client’s overall health

availability, effectiveness and risks associated with identified treatments and associated care services

other conditions that may occur and require concurrent management

commonly requested pathology tests, their indications, normal ranges and implications for client care management, including:

full blood examination and ESR

random and fasting blood sugars

glycated haemoglobin

electrolytes and creatinine

liver function tests

lipid tests

thyroid function tests

iron studies

cardiac enzymes

urinary albumin-creatinine ratio

tests for sexually transmissible infections

microscopy, culture and sensitivities

administration of specific procedures, including:

nasogastric tube (NGT) insertion and the management of fluids and medications

intraosseous (bone marrow) insertion and cannulation

complex wound and burns management

assessment and examination of lungs and respiratory system

insertion of an indwelling catheter (IDC)

application of POP

intravenous therapy administration and management, and fluid balance assessment and management

intravenous cannula insertion in adult and paediatrics

organisational standards, policies and procedures.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

individually or as a member of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW047 Support and promote social and emotional wellbeing of staff and clients

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to provide social and emotional support to clients and staff, and to promote the importance of maintaining social and emotional wellbeing in the workplace.

It covers social and emotional support required by those involved in face-to-face delivery of primary health care services.

The unit applies to those Aboriginal and/or Torres Strait Islander Health Workers working independently and as part of a multidisciplinary team to deliver primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

This unit equips Aboriginal and/or Torres Strait Islander Health Workers to provide support related to social and emotional wellbeing and does not infer that they are qualified counsellors.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Assess social and emotional needs	1.1 Seek relevant information to determine client’s current mental/emotional state and history 1.2 Observe behaviour and body language and note unusual behaviour 1.3 Communicate effectively with the client using culturally appropriate and safe language and interactions, to identify underlying social and emotional needs and issues 1.4 Make a risk assessment in relation to potential for suicide, self-harm and/or violence 1.5 Develop a social and emotional health care plan that addresses client’s needs, in consultation with the client and relevant health care team 1.6 Maintain confidentiality in line with organisation requirements 1.7 Identify issues requiring mandatory notification and report to an appropriate authority
2. Support a client’s social and emotional wellbeing	2.1 Implement and review client’s social and emotional health care plan in line with their needs and organisation procedures 2.2 Provide relevant information to support the client to make informed decisions about addressing social and emotional wellbeing issues 2.3 Support individual clients to implement, maintain and review self-care strategies 2.4 Monitor and review application of stress reduction techniques and activities by clients, as required to maintain and/or enhance effectiveness 2.5 Provide referral as required, to maintain and/or enhance social and emotional wellbeing in line with individual, community and organisation requirements
3. Provide social/emotional support in the workplace	3.1 Encourage and support staff to address the personal impact of dealing with client social and emotional wellbeing issues 3.2 Make debriefing sessions readily available and conduct with staff in groups and/or one-on-one 3.3 Support staff to access professional assistance as appropriate, including referrals 3.4 Provide education and awareness programs as required to support staff and enhance their self-awareness and support personal development 3.5 Support staff to acknowledge the impact of the shared history of transgenerational trauma 3.6 Manage serious or potentially serious issues referred by other staff with sensitivity and professionalism

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW047 Support and promote social and emotional wellbeing of staff and clients

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

provided support and promoted social and emotional wellbeing for at least three clients by:

communicating in a culturally appropriate and safe manner at all times with each client to gain confidence, trust and client history

assessing social and emotional wellbeing issues, including making a risk assessment of each client

providing immediate and ongoing support and monitoring as required to address issues

referring clients appropriately as part of treatment

working with each client to identify and implement self-care strategies for social and emotional wellbeing

providing information to each client about social and emotional wellbeing

maintaining client confidentiality

supported at least two staff members who provide social and emotional wellbeing to clients by:

communicating in a culturally appropriate and safe manner to conduct debriefing and supervision of staff

assisting staff with decision-making and problems with client’s treatment and progress

encouraging staff to access services for their own social and emotional wellbeing

interacting appropriately with staff within professional boundaries and according to organisation procedures and policies

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

effective techniques for providing social and emotional support, including self-help and stress management strategies

effective communication skills to:

build rapport

question and probe to identify underlying social/emotional health issues

clarify issues

provide feedback

listen empathetically

provide support

special needs of Aboriginal and/or Torres Strait Islander Health Workers and their clients, such as:

issues relating to dispossession, stolen generations and cultural loss

social issues relating to overcrowded housing, community pressures on Aboriginal and/or Torres Strait Islander Health Workers

available and effective referral services for counselling and associated social/emotional support

organisation policy and procedures to provide social/emotional support to staff (in-house and through referral)

key aspects of human psychology and mental health care

culture and spirituality issues

legislative and confidentiality requirements.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

individually or as a member of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW048 Apply a strategic approach to Aboriginal and/or Torres Strait Islander health

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to develop and implement strategies to address social determinants that underpin and contribute to Aboriginal and/or Torres Strait Islander health issues in the context of delivering primary health care services.

The unit applies to those Aboriginal and/or Torres Strait Islander Health Workers working independently and as part of a multidisciplinary team to deliver primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Support strategic initiatives in health service delivery	1.1 Identify current strategies to improve health of Aboriginal and/or Torres Strait Islander clients 1.2 Articulate potential negative aspects of current strategies on behalf of Aboriginal and/or Torres Strait Islander clients and communities 1.3 Contribute knowledge of Aboriginal and/or Torres Strait Islander communities and related health issues to inform strategic development on primary health care services 1.4 Suggest potential improvements to health system, infrastructure, services and resources to address perceived needs 1.5 Discuss strategic approaches to resolution of issues related to social determinants of health, and community control, with clients, community representatives, service providers and related organisation representatives
2. Promote awareness of health strategies	2.1 Raise strategic issues at organisational, regional, state and/or national level in line with health work role 2.2 Support strategic initiatives in line with organisation policies and practices, community requirements and Aboriginal and/or Torres Strait Islander health work role 2.3 Explain strategic initiatives relating to Aboriginal and/or Torres Strait Islander health to health care team 2.4 Inform clients and communities about strategic initiatives and encourage individuals to take advantage of associated benefits 2.5 Promote benefits of achieving positive strategic outcomes for Aboriginal and/or Torres Strait Islander communities
3. Contribute to strategic issues in health care delivery	3.1 Investigate and clarify specific impacts of strategic initiatives on the health of Aboriginal and/or Torres Strait Islander clients 3.2 Identify appropriate evaluation processes and criteria to assess effectiveness of strategic initiatives 3.3 Evaluate outcomes of health care strategies against criteria that reflect identified community health objectives 3.4 Seek to identify strategic strengths as well as areas for improvement as a basis for continual enhancement of health outcomes 3.5 Seek feedback on effectiveness of strategic initiatives from and provided to community and organisation(s) involved in health service delivery 3.6 Communicate outcomes of the evaluation to relevant stakeholders to guide future activities in the delivery of health services to the community

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW048 Apply a strategic approach to Aboriginal and/or Torres Strait Islander health

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

supported, promoted and implemented at least one strategy to improve the health of Aboriginal and/or Torres Strait Islander people by:

assessing how social determinants impact health and how their impact may be reduced

building and maintaining relationships with community groups, agencies and organisations involved in developing and implementing strategic initiatives impacting on the health of Aboriginal and/or Torres Strait Islander clients and communities

communicating effectively with stakeholders and clients, including:

investigating and explaining strategic initiatives (including negative aspects) to individuals and groups

facilitating discussions

contributing to the evaluation of strategic initiatives undertaken

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

social, cultural and environmental determinants of Aboriginal and/or Torres Strait Islander health, including:

traditional cultural practices and lifestyle and their impact on Aboriginal and/or Torres Strait Islander health

importance of land, tradition and cultural practice

impact of socio-economic factors on health

social and political factors that perpetuate disadvantage

importance of personal achievement, education and supportive family /social networks

impact of environmental factors on health

barriers to improving environmental determinants of ill-health

ways to address access and equity issues, such as:

strategies families may employ to maintain strong culture and supportive social networks as well as maximising educational, employment and social opportunities for their children

political context of the health care system and availability and access to Medicare benefits

aspects of Aboriginal and/or Torres Strait Islander health, including:

Aboriginal and/or Torres Strait Islander community perceptions of major health issues affecting them, and underlying causes

perceptions of non-Aboriginal and/or Torres Strait Islander people relating to major Aboriginal and/or Torres Strait Islander health issues and underlying causes

key health statistics (national, state and/or local), such as:

life expectancy at birth

infant mortality rate

age-standardised mortality ratios for selected health conditions

incidence of selected health conditions such as diabetes, rheumatic fever and dental caries

lifestyle and behavioural determinants and strategies to address them, including:

food supply in communities, to support nutrition and holistic health

nutrition, physical activity, rest and sleep in relation to holistic health

known behaviours that pose significant health risk

lifestyle practices and effects on health

education and promotion of healthy lifestyle practices

principles of wellbeing applied to work and study practices

primary health care model.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

individually or as a member of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW049 Work effectively in social and emotional wellbeing

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge as an introduction for an Aboriginal or Torres Strait Islander Health Worker to provide social and emotional wellbeing support.

It addresses the rights and responsibilities of the position, the system in which this work is undertaken, and the professional boundaries and cultural issues relating to this type of work.

The unit applies to those Aboriginal and/or Torres Strait Islander Health Workers working independently and as part of a multidisciplinary team to deliver primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

This unit equips Aboriginal and/or Torres Strait Islander Health Workers to provide support related to social and emotional wellbeing and does not infer that they are qualified counsellors.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Work within the context of social and emotional wellbeing	1.1 Acknowledge differences between roles of social and emotional wellbeing workers and Aboriginal Primary Health Care workers as appropriate 1.2 Identify difficulties that the worker may encounter in carrying out their role in the community and take into consideration in the work 1.3 Take into account the changing role of females and males within Aboriginal and Torres Strait Islander communities, in service delivery 1.4 Work within the role and limitations of the worker’s job definition and community expectations of their role
2. Work within the legal and ethical boundaries of the social and emotional wellbeing worker	2.1 Complete documentation in accordance with legal and ethical requirements 2.2 Maintain confidentiality in accordance with organisational policies and protocols 2.3 Include traditional healers in the health team as appropriate 2.4 Liaise with other organisations as appropriate 2.5 Consider the rights of the individual in all work undertaken within the social and emotional wellbeing area 2.6 Carry out duties within the Mental Health Act (or equivalent) as required for social and emotional wellbeing work
3. Maintain accountability and responsibilities	3.1 Access and work in accordance with organisation policies and procedures in regard to workers 3.2 Undertake all work within the organisation’s reporting and accountability frameworks 3.3 Follow organisation occupational health and safety guidelines 3.4 Access information to clarify the employer’s responsibilities to the worker 3.5 Observe organisation requirements for participation in processes as appropriate (e.g. in regard to performance appraisal systems)
4. Observe professional boundaries when working	4.1 Define, understand and communicate professional boundaries to clients in a culturally appropriate manner 4.2 Maintain confidentiality when working with clients and other agencies 4.3 Observe organisational boundaries when working with clients and other agencies 4.4 Clarify organisation expectations with particular regard to the professional and personal boundaries in social and emotional wellbeing work in relation to counselling other staff, or advising management on staff counselling
5. Demonstrate commitment to the philosophy of social and emotional wellbeing	5.1 Demonstrate in all work undertaken, understanding and consideration of the underpinning values and philosophy of social and emotional wellbeing in the context of Aboriginal and/or Torres Strait Islander health work 5.2 Maintain in all work undertaken, a demonstrated commitment to the empowerment of Aboriginal and/or Torres Strait Islander people and access and equity principles 5.3 Give clients, family and community opportunities to participate in service planning and support activities 5.4 Plan and implement social and emotional wellbeing work taking into account personal values, history, experiences and family/kinship

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW049 Work effectively in social and emotional wellbeing

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

undertaken social and emotional wellbeing work with clients within the legal and ethical boundaries of the social and emotional wellbeing worker, and with a commitment to the philosophy of social and emotional wellbeing

maintained the professional boundaries of the work role and addressed accountability and responsibilities appropriately

addressed the needs of clients from culturally and linguistically diverse backgrounds

balanced expectations of the organisation, the community and clients in undertaking social and emotional wellbeing work

used high-level effective communication skills

completed relevant documentation.

All performance evidence must be demonstrated at least once.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

traditional healing

cultural law and its consequences

rights as employees – industrial awards, duty of care, occupational health and safety, workers’ compensation

support systems available for employees – e.g. counselling, unions, professional associations

the role, rights and responsibilities relating to social and emotional wellbeing work:

legal responsibilities to clients, organisation and self

reporting responsibilities

accountability to organisation and community

confidentiality requirements for social and emotional wellbeing work

ethical responsibilities

professional boundaries

justice system and its processes

Mental Health Act and relevant regulations

conflict resolution and mediation

stress-management techniques

changing roles of Aboriginal men and women in communities

broad knowledge of:

government structures

political structures

adult guardianship

rights of clients.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

individually or as a member of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health car

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW050 Develop a healing framework for social and emotional wellbeing work

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge for Aboriginal and/or Torres Strait Islander health workers to facilitate a healing journey and to better understand and empathise with clients.

Aboriginal and/or Torres Strait Islander Health Workers who undertake a healing journey themselves have an increased awareness of their own issues and limitations. This self knowledge enables them to work more effectively with others in the healing process.

This unit equips Aboriginal and/or Torres Strait Islander Health Workers to provide support related to social and emotional wellbeing and does not infer that they are qualified counsellors.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Observe local cultural traditions and practice	1.1 Acknowledge traditional ownership of the land and seek permission to allow the healing process to take place on the land 1.2 Recognise the presence of traditional land owners in the healing process, including their role in the spiritual aspects of the healing process 1.3 Clarify local kinship structures, roles and obligations through discussion with Elders 1.4 Acknowledge the importance of the support processes of extended families in preparation for healing and in undergoing a healing process
2. Conduct and support a facilitated group healing process	2.1 Discuss cultural grieving processes 2.2 Develop and agree to rules for participation in a healing group as part of a group, ensuring safety, confidentiality and cultural security during and after the process 2.3 Use verbal and non-verbal communication skills to support the healing process 2.4 Support self-expression and healing through art, dancing, storytelling, singing and/or painting 2.5 Disclose self-selected past emotional influences with the group involved in the healing process and relate to the present situation and potential future 2.6 Use appropriate techniques to examine transgenerational trauma with the group
3. Reflect on healing process	3.1 Document outcomes according to organisation procedures 3.2 Discuss with appropriate staff, colleagues, peers or mentors own reaction to the process 3.3 Engage in ongoing reflective practice

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW050 Develop a healing framework for social and emotional wellbeing work

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

participated in facilitated healing processes and developed healing frameworks for at least three client and/or groups of Aboriginal and/or Torres Strait Islander people by:

using appropriate verbal and non-verbal communication to understand and support at least three groups within the context of a healing process

applying self-reflection practices and disclosure to facilitate healing processes

acknowledging and clarifying the contribution of traditional roles, structures and processes to the healing process

using appropriate techniques to support the healing process through self-expression

completing a healing journal to document the healing process.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

storytelling therapies

male and female perspectives

transgenerational trauma

story maps

alternative therapies – art, music

professional boundaries

referral processes

joint counselling techniques

local language, culture and practices

self-healing journey processes

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

individually or as a member of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW051 Respond to loss, grief and trauma

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Pre-requisite unit removed.

Application

This unit describes the required skills and knowledge to provide a healing response to expressions of grief, loss and trauma.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers working independently and as part of a multidisciplinary team to deliver primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

This unit equips Aboriginal and/or Torres Strait Islander Health Workers to provide support related to social and emotional wellbeing and does not infer that they are qualified counsellors.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the Element.
1. Identify effects of loss, grief and trauma	1.1 Clarify impact of specific loss, grief and/or trauma at the individual, family and community level 1.2 Take into account historical impact of loss, grief and trauma on Aboriginal and/or Torres Strait Islander people 1.3 Recognise culturally appropriate expressions of loss and grief 1.4 Identify and respect specific approaches and responses of individuals, families and communities to loss, grief and/or trauma
1.5 Recognise effects of stress on individuals and communities in relation to experiences of loss, grief and trauma, including trans-generational trauma and grief 1.6 Identify culturally appropriate strategies for responding to stress at the community, family and individual levels 1.7 Communicate strategies and options to individual clients and refer, where relevant and appropriate
2. Provide a healing response to loss, grief and trauma	2.1 Determine healing response to loss, grief and/or trauma appropriate to the needs of each situation and the individuals involved 2.2 Provide appropriate support and available resources to assist individuals and families to deal with their loss, grief and/or trauma 2.3 Provide timely referral as appropriate to support ongoing healing in line with the needs of the situation and individuals involved 2.4 Maintain duty of care, confidentiality and cultural protocols
3. Manage own stress in work role	3.4 Monitor own stress level in relation to working in the area of loss, grief and trauma, including trans-generational trauma and grief 3.5 Use appropriate stress management strategies to manage own stress 3.6 Consult relevant team members or other professionals for own social and emotional support

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW051 Respond to loss, grief and trauma

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Pre-requisite unit removed.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

responded to loss, grief and trauma for at least three clients by:

developing culturally appropriate responses to situations of loss, grief and trauma

communicating effectively with clients. This includes:

building rapport

clarifying impact of loss

explaining support options

referring clients to specialist services

dealing with cross-cultural issues

recognising effects of stress on individuals and communities and implementing culturally appropriate strategies to manage stress

monitoring own stress and using appropriate stress-management strategies, including consulting team members and professionals for own social and emotional support.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

concepts of loss and grief

nature and effects of psychological and spiritual trauma

effects of trans-generational trauma and grief, colonisation and institutional racism on Aboriginal people

cultural protocols and taboos

specialist services for loss, grief and trauma

statutory responsibilities including duty of care requirements

narrative therapy approaches

indicators of stress

awareness of own values and attitudes around loss, grief and trauma

organisational standards, policies and practices.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

individually or as a member of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW052 Deliver primary health care to Aboriginal and/or Torres Strait Islander clients in confinement

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge for an Aboriginal or Torres Strait Islander worker to perform effectively in delivery of primary health care services to clients in the confinement of a prison or corrective services environment.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers working independently and as part of a multidisciplinary team to deliver primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Prepare to work with clients in confinement	1.1 Clarify prison policies and procedures to identify potential for providing primary health care services to inmates 1.2 Clarify overlapping and complementary roles of workers in the prison environment 1.3 Identify boundaries and constraints relating to own work role in the prison environment 1.4 Seek to identify level of awareness of own role among staff and inmates in the prison environment 1.5 Clarify potential for own role to enhance client care in the prison environment 1.6 Professionally assert scope of practice appropriate to own role and skills with prison staff
2. Advocate for clients effectively from within prison	2.1 Clarify inmate needs for health care and support as appropriate to own role 2.2 Recognise potential impacts and challenges of providing client advocacy from inside the prison 2.3 Employ strategies to effectively manage conflict or resentment arising from client advocacy activities 2.4 Clarify rights and responsibilities of inmates and assert as required 2.5 Support inmates in relation to parole and release issues as required 2.6 Contribute to post-release support as appropriate
3. Support inmates to make informed health choices	3.1 Use accurate information about the inmate’s health and potential care as a basis for informing clients about available options 3.2 Explain potential consequences of available options to clients 3.3 Support clients through the continuum of care in line with own work role
4. Contribute to enhancing awareness of cultural safety issues	4.1 Raise cultural safety issues in the prison environment with staff in relation to health issues for Aboriginal and/or Torres Strait Islander clients 4.2 Build own tolerance and mutual respect of colleagues by seeking to understand reasons for any insensitivity or culturally unsafe practices 4.3 Reinforce colleagues’ application of cultural safety practices in the workplace through public and/or personal recognition 4.4 Provide leadership in the implementation of culturally safe principles and practice
5. Promote change to enhance cultural safety in the prison environment	5.1 Participate in the development and/or refinement of prison policies on cultural safety 5.2 Identify change agents who may facilitate and/or champion needed change 5.3 Identify potential blockages to change 5.4 Mobilise available support to enhance cultural safety in the prison environment 5.5 Enlist community support to enhance cultural safety in the prison environment

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Learning	in order to acknowledge that confusion and mistakes form part of the learning process in order to develop and trial own approach to different tasks when manuals and guides are unavailable

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW052 Deliver primary health care to Aboriginal and/or Torres Strait Islander clients in confinement

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

worked effectively with at least three clients in a prison or corrective services environment by:

using appropriate strategies for protection of self and others in a culturally unsafe work environment

using self-protective behavioural strategies to maintain resilience in the prison environment

providing information and advice to assist at least three inmates to maintain a level of physical, mental and spiritual health in the prison environment

supporting at least three inmates with parole and release issues

communicating effectively with clients and stakeholders. This includes:

clarifying inmate needs

advocating for cultural safety of clients in the prison environment

discussing and reinforcing cultural safety practices with colleagues

dealing with conflict.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

cultural safety principles, practices and issues

scope of own professional role and roles of associated health professionals

components of culturally safe health care

overview of Australian justice and prison systems

techniques to empower clients to make choices relating to health care in the prison system

assertive communication techniques

Assessment Conditions

Skills must be demonstrated working:

as part of a health service or centre, providing services to prisons and/or a corrective services facility

individually or as a member of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW053 Address impact of food security on community health

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the skills and knowledge required to conduct health care programs to address impacts of food production, manufacturing and distribution on health in Aboriginal and/or Torres Strait Islander communities

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers working independently and as part of a multidisciplinary team to deliver primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Examine food security issues in Aboriginal and/or Torres Strait Islander community	1.1 Research food security issues in the local context 1.2 Describe the characteristics of food security and coping strategies employed in the local context 1.3 Examine the underlying determinants of food availability, food access and food utilisation in the local context 1.4 Investigate the factors that influence stability of food availability, food access and food utilisation in the local context 1.5 Demonstrate an understanding of the link between food security, wellbeing and livelihoods
2. Analyse food availability, food access and food use issues for the community	2.1 Establish enablers and barriers to food security in the local context 2.2 Identify individuals, groups and communities that are vulnerable to food insecurity 2.3 Analyse the local food supply and evaluate it against relevant evidence-based guidelines 2.4 Identify and prioritise the different factors and domains that affect food security in the local context 2.5 Determine how the organisation can contribute to improving food security 2.6 Review and evaluate community policies and programs relevant to food security
3. Formulate strategies to protect food security and address food insecurity in vulnerable groups	3.1 Identify key stakeholders across disciplines to contribute to improving food security in the local context 3.2 Engage the community and key stakeholders in the development, implementation and evaluation of strategies to improve food security 3.3 Determine key roles and responsibilities of all stakeholders to improve food security 3.4 Consider collaborative, multilevel approaches to addressing food security 3.5 Identify how organisation can contribute to improving food security 3.6 Develop a plan to address food security in the local context for the organisation 3.7 Monitor and evaluate food security activities in the workplace and local context 3.8 Advocate for improved food security in local context, especially for vulnerable groups

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW053 Address impact of food security on community health

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

investigated and analysed the relationship between community health issues and food security in the local context for at least one Aboriginal and/or Torres Strait Islander community by:

accessing relevant resources to determine nutritional needs of specific client groups

identifying groups at risk of food insecurity

monitoring and analysing the food systems and assessing available food sources (including traditional and non-traditional food sources) against the Australian Dietary Guidelines

developing appropriate strategies to promote and improve food security at household and community level

evaluating interventions based on evidence and good practice

researching and accessing data to assess and understand food security issues in the local context

working with the community utilising a community engagement approach to promote and improve food security at community and household level

consulting with a range of stakeholders from different disciplines

advocating for increased resources and attention to food in the local community, in particular vulnerable households or groups

investigating and analysing the relationship between community health issues and available food supply

working with a community to propose and develop strategies and action plans to improve community health by addressing food supply practices, policies and associated issues

communicating effectively with individuals and groups, including:

clarifying and discussing issues relating to food supply, systems and security

presenting and discussing evidence-based actions and strategies to improve food security and nutrition.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

the concept of ‘food security’ and ‘food insecurity’ and its relevance to Aboriginal and Torres Strait Islander people and the context in which people are living

underlying determinants and consequences of food insecurity

core food groups and their nutrients

food needed at different stages in the lifecycle for wellbeing

different factors (i.e. social, cultural, economic and environmental) that impact on food availability, food access and food use at the global, national, community and household level

food insecurity-related community health issues

preventative health and community engagement principles

continuous quality improvement

evidence-based practice and sustainable approaches to improving food security in the local context

Australian Dietary Guidelines and World Health Organisation recommendations impacting on the needs of everyday basic necessities for life and living for Aboriginal and Torres Strait Islander people.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

individually or as a member of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW054 Support renal dialysis clients in the community setting

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Pre-requisite units removed.

Application

This unit describes the skills and knowledge required to help support clients considering renal replacement therapy and to provide routine care for clients undertaking dialysis in the community setting.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers working independently and as part of a multidisciplinary team to deliver primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Assist clients to make informed choices on renal replacement therapy	1.1 Provide information on renal failure and renal replacement therapy options to clients with chronic renal failure and their families, in consultation with the health care team 1.2 Identify and provide to clients appropriate health education resources on renal disease dialysis and transplantation 1.3 Provide information and practical assistance to renal clients who need to travel to distant referral centres for assessment, treatment or training 1.4 Support current and potential future dialysis ‘helpers’ with information and practical assistance in their role 1.5 Ensure client access to specialist nephrology care
2. Measure hydration status of renal dialysis clients	2.1 Obtain history of shortness of breath or postural dizziness 2.2 Measure ‘wet’ or ‘dry’ weight and compare with ideal body weight 2.3 Elicit physical signs of fluid overload 2.4 Interpret client weight, blood pressure and other clinical signs to determine hydration status 2.5 Revise ideal body weight estimates in consultation with senior staff 2.6 Document assessments in accordance with organisational policies and procedures
3. Undertake routine pathology testing for dialysis clients	3.1 Provide information on routine dialysis tests to clients in plain language 3.2 Collect blood specimens and complete pathology request forms according to standard protocols 3.3 Interpret routine test results and give basic client feedback 3.4 Refer abnormal test results to medical staff for action
4. Support renal clients to access and use medicines wisely	4.1 Provide clients with plain language information on mechanisms of action, dosing and common side-effects of medicines commonly used in dialysis care 4.2 Identify potential drug interactions, special precautions, contraindications and side-effects and refer to a medical practitioner 4.3 Administer medicine by oral and intramuscular routes in accordance with medicine orders, organisation policies and procedures and legal frameworks 4.4 Support and monitor client adherence to medicines regimen 4.5 Provide assistance with supply of medicines and use of dose administration aids according to client needs 4.6 Keep records of chronic medicines supply and administration in accordance with organisation policies and procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to interpret test results, including normal and abnormal readings and measurements

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW054 Support renal dialysis clients in the community setting

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Pre-requisite units removed.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

provided information, guidance and support to at least three clients and their families in relation to health management options and issues for clients with chronic renal failure by:

recognising situations requiring immediate or urgent action

working with other members of multidisciplinary team to ensure actions determined in the client’s care plan are carried out and documented

carrying out mathematical calculations for renal dialysis clients. This includes:

identifying differences between weight measures

calculating doses

measuring medication

communicating effectively with clients, care team and referral agencies. This includes:

interpreting test results

explaining test results to clients

documenting information on client care plans

making timely and appropriate referrals, and providing accurate and relevant details to clients and referral agencies

holistically evaluating impact of renal dialysis treatment on client’s physical, mental and emotional condition and behaviour

monitoring outcomes of renal dialysis treatment and medication regimes

administering medicines by oral and intramuscular routes

contributing to evaluation of client’s prescribed treatment/care plan.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

basic anatomy and physiology of the renal system

common causes of chronic renal failure

underlying environmental and social factors contributing to high rates of renal disease in Aboriginal and/or Torres Strait Islander communities

management principles for common co-morbidities (including diabetes, high blood pressure, hyperlipidaemia)

factors that can slow decline of renal function

key aspects of microbiology relevant to peritoneal, blood and skin infection in renal disease

pathophysiology of chronic renal failure, including:

fluid retention and pulmonary oedema

electrolyte balance and hazards of high potassium

calcium metabolism and renal bone disease

anaemia

signs and symptoms of uraemia and fluid retention

meaning and interpretation of common pathology tests for chronic renal failure and dialysis

haemodialysis technology – theory, machine components, terminology, infrastructure requirements, risks and benefits

peritoneal dialysis – theory, terminology, procedures, risks and benefits

different types of renal dialysis units and their function

nutritional considerations for renal dialysis clients

medicines in common use in management of chronic renal failure including basic mechanisms of action, precautions and side-effects

organisation policies and procedures.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

individually or as a member of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW055 Provide care to clients undertaking renal dialysis in the community setting

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Prerequisite units removed.

Application

This unit describes the skills and knowledge required to provide health care to clients that is specific to continuous ambulatory peritoneal dialysis or home haemodialysis being undertaken in the community setting.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers working independently and as part of a multidisciplinary team to deliver primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Assess peritoneal catheter exit site and client dressing technique	1.1 Identify signs of exit site infection 1.2 Elicit signs of catheter tunnel infection 1.3 Obtain exit site swab and send for microbiological analysis 1.4 Appraise client technique for dressing exit site 1.5 Instruct client on appropriate exit site care 1.6 Document condition of exit site and refer problems in accordance with organisation policies and procedures
2. Assess patency of arteriovenous (A-V) fistula	2.1 Obtain history of pain, swelling or trauma around A-V fistula 2.2 Elicit history of haemodialysis needling problems or abnormal ‘A’ and ‘V’ pressure readings 2.3 Palpate fistula for thrill and auscultate for bruit 2.4 Identify signs suggesting fistula stenosis or infection 2.5 Promptly report potential fistula problems to medical staff for assessment 2.6 Document findings of assessment in client notes
3. Identify common or serious dialysis problems	3.1 Identify clinical features suggestive of dialysis-related peritonitis and promptly refer clients 3.2 Consider causes and take note of peritoneal fluid failing to drain 3.3 Recognise clinical features of uraemia 3.4 Anticipate hazards associated with haemodialysis after a number of missed dialysis sessions and communicate risks to client 3.5 Refer identified dialysis problems to senior health staff according to organisation procedures and clinical guidelines
4. Broker supply of dialysis consumables and support use	4.1 Obtain information on client’s requirements for dialysis consumables 4.2 Order stock from supplier in accordance with client needs and organisational procedures 4.3 Support and monitor appropriate storage arrangements for dialysis consumables 4.4 Identify, document, report and resolve problems with supply or storage of dialysis consumables 4.5 Facilitate client use of their dialysis treatment protocol

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Range of Conditions

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW055 Provide care to clients undertaking renal dialysis in the community setting

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Prerequisite units removed.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

provided care to at least three clients undertaking renal analysis in a community setting by:

assessing peritoneal catheter exit site. This includes:

identifying signs of exit site infection

identifying signs of catheter tunnel infection

swabbing exit site and sending specimen for testing

instructing client on appropriate dressing technique

documenting findings of assessment

assessing patency of arteriovenous fistula. This includes:

identifying signs suggesting fistula stenosis or infection

palpating fistula for thrill and auscultating for bruit

obtaining history of pain and haemodialysis needling problems

identifying common and serious dialysis problems

referring client to senior health staff

ordering and recording stock of dialysis consumables and storing correctly.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

basic anatomy and physiology of the renal system

common causes of chronic renal failure (diabetes, glomerulonephritis, hypertension, urinary tract obstruction, inherited abnormalities)

underlying environmental and social factors contributing to high rates of renal disease in Aboriginal and/or Torres Strait Islander communities

management principles for common co-morbidities (including diabetes, high blood pressure, hyperlipidaemia)

factors that can slow decline of renal function (e.g. control of high blood pressure, use of angiotensin-converting-enzyme (ACE) inhibitors, avoidance of non steroidal anti-inflammatory drugs (NSAIDS)

microbiology relevant to peritoneal, blood and skin infection in renal disease

pathophysiology of chronic renal failure, including:

fluid retention and pulmonary oedema

electrolyte balance and hazards of high potassium

calcium metabolism and renal bone disease

anaemia

signs and symptoms of uraemia and fluid retention

meaning and interpretation of common pathology tests for chronic renal failure and dialysis

haemodialysis technology

peritoneal dialysis – theory, terminology, procedures, risks and benefits

different types of renal dialysis units and their function

medicines in common use in management of chronic renal failure including basic mechanisms of action, precautions and side-effects

organisation policies and procedures.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

individually or as a member of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW056 Provide sexual and reproductive health care

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Prerequisite units removed.

Application

This unit describes the required skills and knowledge to provide clients with health care services in addition to general health care and specific to sexual and reproductive health.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers working independently and as part of a multidisciplinary team to deliver primary health care services to Aboriginal and/or Torres Strait Islander clients and community.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Check sexual and reproductive health	1.1 Undertake tests, observations and other screening procedures in line with protocols and client requirements 1.2 Review client records to determine priorities and potential areas of risk for each client 1.3 Question client appropriately to identify and/or clarify any sexual and/or reproductive health issues and/or significant variations from normal parameters 1.4 Use medical equipment effectively and maintain in accordance with organisation policies 1.5 Consult relevant allied professionals and available documentation in relation to the sexual and/or reproductive health of the client 1.6 Obtain informed consent for all examinations and tests and undertake appropriate pre-test discussion before testing for HIV or other blood-borne viruses
2. Provide care to clients with sexual health problems	2.1 Respect Aboriginal and/or Torres Strait Islander community values, beliefs and gender taboos in assessing and managing sexual health problems 2.2 Engage clients in holistic sexually transmissible infection (STI) risk assessment and take an appropriate sexual health history for each client presenting or identified with a sexual health problem 2.3 Assess common sexual health problems according to clinical presentation and treat/refer/support in line with standard protocols and organisation guidelines 2.4 Obtain history of sexual contacts where an STI is identified, negotiate contact tracing and follow-up contacts for testing and treatment in line with standard protocols 2.5 Develop holistic health care plan for each client with sexual health problems 2.6 Support and counsel clients with STIs to assist in treatment and prevention of infection 2.7 Ensure records of STI management and contact tracing are kept confidential and secure 2.8 Maintain current, complete, accurate and relevant records for each client interaction
3. Provide information on sexual and reproductive health care	3.1 Promote safe sex practices or other STI risk-reduction strategies and distribute condoms as appropriate 3.2 Discuss common methods of birth control with clients, explaining each method, its advantages and disadvantages 3.3 Discuss transmission of STIs and complications with the client as appropriate 3.4 Discuss symptoms of pregnancy with clients and identify as appropriate 3.5 Provide information on healthy lifestyle and risks during pregnancy 3.6 Provide clients with information which is age and culturally appropriate and aligned with their specific needs 3.7 Employ a range of interpersonal techniques to ensure own values are not imposed on clients and information is provided in a non-judgmental way 3.8 Provide referral where own personal and professional abilities do not match client needs
4. Evaluate effectiveness of sexual and reproductive health care	4.1 Monitor sexual and reproductive health in line with schedule and criteria incorporated in care plan for each client 4.2 Evaluate intervention/ongoing sexual and/or reproductive health care against standing order/written care protocols and client level of comfort and compliance with health care practices 4.3 Ascertain degree of improvement of client’s holistic health and compare with expectations under the health care plan 4.4 Undertake clinical re-assessment and/or review of treatment/medication regime as required where client fails to progress in accordance with expectation 4.5 Provide client with clear information about their level of improvement in relation to the health care plan and their level of compliance 4.6 Encourage clients to maintain sexual and reproductive health by active involvement with the care plan

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to undertake tests using medical equipment

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW056 Provide sexual and reproductive health care

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Prerequisite units removed.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

provided information, guidance and support to at least three clients with sexual and/or reproductive health issues by:

monitoring the outcomes of sexual and reproductive health care services

conducting an accurate sexual and/or reproductive health assessment, including requesting pathology tests

recognising situations requiring immediate or urgent action

providing treatment, medicine and advice/information appropriate to sexual and/or reproductive health in a safe and effective manner and within guidelines

maintaining client records and care plans

communicating effectively with client. This includes:

obtaining information about sexual and reproductive health

counselling clients

ensuring clients understand treatment options

holistically evaluating impact of treatment on client’s physical, mental and emotional condition and behaviour

making timely and appropriate referrals, providing accurate and relevant details to clients and referral agencies

reflecting on own and others’ values in relation to sexual behaviour and health.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

key aspects of anatomy/physiology, pharmacology, pathology and basic microbiology relevant to sexual and/or reproductive development stages and health

knowledge of key aspects of microbiology relevant to sexual and/or reproductive health and prevention of infection or cross infection

health conditions and associated issues related to sexual and/or reproductive health

nature, history, pathology and transmission of sexually transmissible infections and relevant interventions

understanding of oppression and discrimination in relation to sexuality

assessment methods, equipment and testing procedures associated with sexual and reproductive health and STIs

methods of birth control and their advantages and disadvantages

organisation policies and procedures

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

individually or as a member of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW057 Provide antenatal health care

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Prerequisite units removed.

Application

This unit describes the skills and knowledge required to provide Aboriginal and/or Torres Strait Islander women with specialist antenatal health care services.

The unit applies to those Aboriginal and/or Torres Strait Islander Health Workers working independently and as part of a multidisciplinary team to deliver primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Plan and deliver health care during pregnancy	1.1 Take and document general, social and obstetric health history 1.2 Identify signs and symptoms of pregnancy and calculate expected date of delivery 1.3 Develop an antenatal care plan based on standard protocols and consultations with relevant health professionals 1.4 Provide information to women on healthy living and maternal health risks 1.5 Perform antenatal clinical assessments in line with standard protocols and client requirements in accordance with job role and legislative frameworks 1.6 Provide information on safe birthing options, signs of labour, stages of labour, pain management techniques and family attendance at delivery 1.7 Identify common conditions and potentially serious complications of pregnancy, provide advice, care and appropriate referrals 1.8 Support women to attend appointments as per their antenatal care plan 1.9 Practice within a multidisciplinary team to provide culturally appropriate support, services and care
2. Monitor and evaluate antenatal health care	2.1 Monitor continuing antenatal care according to organisation procedures 2.2 Regularly update information on obstetric history and antenatal care assessment at the planned birthing facility according to organisation procedures 2.3 Review progress and outcomes in consultation with pregnant woman 2.4 Maintain registers of women undergoing antenatal care according to organisation policies and procedures 2.5 Keep schedules of participation in antenatal care and use to organise continuing care according to woman’s needs 2.6 Organise and/or provide reminders, transport and other assistance to attend care according to women’s needs 2.7 Provide supervision of other staff participating in provision of antenatal care 2.8 Maintain referral and communication networks with medical staff, specialist obstetricians, midwives, allied health staff, birthing facility staff and female community Elders 2.9 Keep statistics on attendance for antenatal care and birthing outcomes and use to evaluate maternal health programs

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW057 Provide antenatal health care

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Prerequisite units removed.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

provided antenatal care for at least five clients by:

undertaking comprehensive health checks specific to antenatal care for each client

documenting a general, social and obstetric health history

recognising and acting upon situations requiring immediate or urgent action

providing treatment, medicine and other health care services appropriate to antenatal health in a safe and effective manner and within guidelines

providing information, guidance and support to clients and their families with antenatal health issues

monitoring the outcomes of antenatal health care services and made any required revisions to services, care plans or information provided

liaising between service providers, individuals, families and community groups to support antenatal health

holistically evaluating impact and outcome of treatment on client’s physical, mental and emotional condition and behaviour

making timely and appropriate referrals, providing accurate and relevant details to clients and referral agencies

provided supervision for at least one other staff member providing antenatal health care

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

organisation policies and procedures relating to client confidentiality

role of the Aboriginal Health Worker in counselling and health education

anatomy/physiology, pharmacology, pathology and basic microbiology relevant to pregnancy

microbiology relevant to antenatal health and prevention of infection or cross infection

nutritional needs of pregnant women

health conditions, obstetric problems and associated issues related to pregnancy

strategies to:

improve antenatal health in the community

address clients presenting with antenatal problems

coordinate provision of optimum level of maternal health service delivery

relevant assessment methods and use of associated equipment and testing procedures

relevant treatments, medicines and associated care services available

risks and contraindications associated with relevant treatments and medication.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

individually or as a member of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW058 Prepare for and support childbirth

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Prerequisite units removed.

Application

This unit describes advanced skills and knowledge required to support Aboriginal and/or Torres Strait Islander women during childbirth and support of childbirth in a culturally safe environment.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers working independently and as part of a multidisciplinary team to deliver primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Plan and support culturally safe birthing for women and their families	1.1 Identify local birthing practices and cultural beliefs and discuss with women in planning and advocating for culturally appropriate and safe birthing options 1.2 Discuss roles, relationships and responsibilities to support culturally safe birthing, including the role of the Aboriginal and/or Torres Strait Islander Health Worker as an advocate for women and families 1.3 Discuss and identify signs of onset of labour and support women to attend the planned place of birth as required 1.4 Provide physical and emotional support to women as appropriate during childbirth and the immediate post-partum period 1.5 Support women and their families to take a self-care approach in line with individual needs to organisation and community requirements 1.6 Maintain referral and communication networks with medical staff, specialist obstetricians, midwives, allied health staff, birthing facilities and female community Elders regarding culturally safe birthing options and services
2. Prepare and deliver safe birthing	2.1 Maintain emergency delivery bundles and instructions in isolated community settings 2.2 Identify signs and symptoms of imminent unexpected childbirth 2.3 Seek urgent professional assistance and advice with birthing as necessary 2.4 Prepare to manage untimely birth in a community or home setting using the best available resources 2.5 Identify helpers and allocate tasks as appropriate based on experience and knowledge 2.6 Prepare appropriate equipment and medication 2.7 Institute basic management of second and third stages of labour, if needed 2.8 Undertake initial management of post-partum haemorrhage according to emergency care guidelines and organisational protocols, as well as other common birthing emergencies 2.9 Arrange safe evacuation in consultation with medical or midwifery staff if required and as per organisation procedures
3. Monitor and evaluate care	3.1 Monitor care of individual women after birth according to organisation procedures 3.2 Regularly update client files with birthing and postnatal details according to organisation procedures and policies 3.3 Review progress and outcomes in consultation with pregnant woman 3.4 Maintain registers of women undergoing postnatal care according to organisation policies and procedures 3.5 Keep schedules of participation in antenatal care and use to organise continuing care according to woman’s needs 3.6 Organise transport and other assistance as required to women post-birth 3.7 Supervise other staff participating in provision of birthing practices 3.8 Maintain referral and communication networks with medical staff, specialist obstetricians, midwives, allied health staff, birthing facility staff and female community Elders 3.9 Keep statistics for birthing outcomes and use to evaluate maternal health programs

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to measure and interpret vital signs during labour, including temperature, pulse and respiration (TPR), blood pressure, rate of contractions and foetal heart beat detected using foetal stethoscope and Doppler
Learning	in order to draw selectively on past experience and learning and adapt to new context

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW058 Prepare for and support childbirth

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Prerequisite units removed.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

prepared for and supported at least five women during the pregnancy and birthing process, including:

communicating effectively with each client and family if available to obtain information and ensure understanding of information provided

providing treatment, medicine and other health care services appropriate to interpartum health in a safe and effective manner and within guidelines

liaising between service providers, individuals, families and community groups

holistically evaluating the impact of treatment on client’s physical, mental and emotional condition and behaviour

performing all required assessments to determine health of the client and baby

interpreting assessment outcomes to determine course of action for health care, including issues requiring immediate action

utilising referral services as necessary

recognising situations requiring immediate or urgent action and taking appropriate action as required within current job role, legislative requirements and organisation procedures

supporting the client to attend appointments for monitoring of own and baby’s health.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

birthing practices suitable for culturally safe and positive birth outcomes

organisation policies and procedures relating to client confidentiality

anatomy/physiology, pharmacology, pathology and basic microbiology relevant to pregnancy, maternal and/or infant health

knowledge of microbiology relevant to maternal and/or infant health and prevention of infection or cross infection

health conditions, obstetric problems and associated issues related to pregnancy, maternal and infant health

medical problems occurring in pregnancy requiring referral and follow-up

relevant assessment methods and use of associated equipment and testing procedures

relevant treatments, medicines and associated care services available

risks and contraindications associated with relevant treatments and medication

realistic expectation of client condition during monitoring of progress

obstetric problems, including:

antepartum haemorrhage

vaginal discharges

fluid loss from the vagina

ruptured membranes (including onset of labour, prolapsed cord, infection)

abdominal pain in pregnancy (including braxton hicks contractions and labour contractions)

pre-term labour

breech presentation

post-partum or intrapartum haemorrhage

shoulder dystocia

retained placenta

obstructed labour

eclampsia

vital signs during childbirth or delivery, including:

TPR

blood pressure

auscultation of foetal heart rate

blood glucose level

foetal palpation

fundal height measurements

urinalysis

weight

monitoring progress of labour

bloods

rate of contractions

baseline observations including, but not limited to:

temperature, pulse, respiration

blood pressure

blood loss per vaginum

condition of fundus

rate of contractions

progress of labour

documentation of findings from a physical assessment and follow-up as per policy and procedures manual

pain assessment

blood sugar levels

pulse oximetry

recognition of significant abnormalities in cardiotocograph (CTG) reading

immediate care required for newborns, including:

use of humidicribs

intravenous infusions

blood sugar levels

skin-to-skin contact and breastfeeding in the first hour after birth

weight, length and head circumference measurements

temperature

respiratory rate

APGAR scoring and assessment

resuscitation

oxygen administration.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

individually or as a member of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures (such as unplanned or emergency births) where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW059 Provide postnatal and infant health care

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Prerequisite units removed.

Application

This unit describes the required skills and knowledge to provide Aboriginal and/or Torres Strait Islander women, infants and their families with specialist health care services in postnatal and infant health.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers working independently and as part of a multidisciplinary team to deliver primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Provide health information, support and care after birth for women, infants and families	1.1 Perform maternal and infant physical assessment and record observations of mother and infant in line with standard protocols and organisational guidelines 1.2 Provide information and support for self-care and wellbeing in the postnatal period 1.3 Provide advice on routine care of the newborn to mothers and refer as appropriate and within organisational guidelines and/or procedures 1.4 Implement strategies to establish and support breastfeeding 1.5 Discuss with the client the importance of nutrition, exercise, rest, sleep and support with domestic tasks and care of family in the immediate postnatal period 1.6 Identify minor postnatal problems for mother and newborn and provide appropriate advice 1.7 Identify potentially serious health conditions for mother and newborn and refer to senior health staff 1.8 Provide information on contraceptive options 1.9 Deliver, implement and monitor care in the postnatal period as per standard treatment protocols and in accordance with legislative guidelines 1.10 Undertake immediate care in response to at-risk situations 1.11 Observe and support maternal-infant attachment
2. Organise and evaluate maternal health programs	2.1 Maintain registers of women undergoing postnatal care according to organisational policies and procedures 2.2 Keep schedules of participation in postnatal care and use to organise continuing care for women 2.3 Organise and/or provide reminders, transport and other assistance to attend care according to women’s needs 2.4 Provide support to other staff participating in provision of postnatal care 2.5 Maintain referral and communication networks with medical staff, specialist obstetricians, midwives, allied health staff, birthing facility staff and female community Elders 2.6 Keep statistics on attendance for antenatal care and birthing outcomes and use to evaluate maternal health programs

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to perform physical assessment of mother and infant, including measuring height, length and weight

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW059 Provide postnatal and infant health care

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Prerequisite units removed.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

delivered postnatal health care for at least five clients, including:

conducting comprehensive health checks related to postnatal and infant health

providing treatment, medicine and other health care services appropriate to postnatal and infant health in a safe and effective manner and within guidelines

providing information, guidance and support to clients and their families with postnatal and/or infant health issues

monitoring the outcomes of postnatal and infant health care services and making any required revisions to services, care plans or information provided

recognising situations requiring immediate or urgent action, and implementing appropriate procedures

implementing strategies to support breastfeeding

discussing the importance of nutrition, exercise, rest and sleep

identifying minor postnatal problems for mother and newborn

communicating effectively with client to:

obtain information from client

provide advice and information on self-care, wellbeing, routine care of newborns and contraceptive options

discuss postnatal and infant health care issues

recording all observations of mother and/or newborn according to organisation procedures

maintaining registers of mothers undergoing postnatal care, keeping schedules of participation and statistics on attendance

supporting mothers and babies to attend follow-up appointments for health services

supervised at least one staff member participating in postnatal care.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

key aspects of anatomy/physiology, pharmacology, pathology and basic microbiology relevant to postnatal and infant health

knowledge of microbiology relevant to postnatal and infant health and prevention of infection or cross infection

postnatal nutritional needs of women and infants, including support of breastfeeding and other nutritional needs of the infant

health conditions, obstetric problems and associated issues related to postnatal and infant health

strategies to:

improve maternal and neonatal health in the community

address clients presenting with postnatal problems

coordinate provision of optimum level of maternal health service delivery

postnatal medical problems requiring referral

effective postnatal care practices for mother and baby

relevant assessment methods and use of associated equipment and testing procedures

relevant treatments, medicines and associated care services available

risks and contraindications associated with relevant treatments and medication

relevant evaluation criteria for monitoring effectiveness of specific postnatal and infant health management program

organisation policies and procedures, generally, and in particular relating to client confidentiality

role of the Aboriginal Health Worker in counselling and health education

vaccination schedules

minor and major complications of pregnancy and required treatments

realistic expectation of client condition during monitoring of progress.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

individually or as a member of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW060 Plan for medical emergencies

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to prepare and promote a plan of action for providing a clinical response to emergencies of a medical nature in Aboriginal and/or Torres Strait Islander communities.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers working independently and as part of a multidisciplinary team to deliver primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Liaise with relevant agencies and key people	1.1 Identify organisation policies and protocols for dealing with medical emergencies 1.2 Consult relevant agencies and key people to determine required roles in a medical emergency 1.3 Identify and document resource availability
2. Develop an emergency plan	2.1 Develop strategies for responding to medical emergencies in consultation with key people from the community and local agencies 2.2 Determine preferred options in consultation with key people and the community, as time and resources permit 2.3 Develop the plan proactively, whenever possible 2.4 Ensure the plan meets legislative requirements for providing clinical care
3. Document, distribute and promote the emergency action plan	3.1 Document the medical emergency action plan 3.2 Distribute the medical emergency action plan to all health service providers 3.3 Ensure health service providers are included in procedures relevant to their allocated roles and responsibilities
4. Evaluate and modify the emergency action plan	4.1 Consult key people about the effectiveness of the medical emergency action plan 4.2 Adapt the plan as required to address community, organisation and legislative requirements 4.3 Distribute the amended plan to all local health service providers

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW060 Plan for medical emergencies

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

undertaken relevant research and consultation to develop an emergency plan to respond to emergencies of a medical nature, which involved:

communicating effectively with a range of relevant stakeholders to:

investigate options for responding to medical emergencies

determine preferred options

consult about the effectiveness of the plan

developing strategies to address such emergencies in line with stakeholder and related legislative requirements

documented, distributed, promoted and evaluated an emergency plan to address requirements of the community, health service providers and related organisations

implemented aspects of the plan in line with work role and responsibilities

written reports and documented the action plan.

All performance evidence must be demonstrated at least once.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

how to operate relevant equipment and technology

local resources

key community networks

client confidentiality

local disaster planning processes

legislation protocols and policies or guidelines

network development

knowledge of key issues and information relating to individual and community health, including biology and development, psychology, disease and treatment options, and culture and tradition

organisation policies and procedures.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

individually or as a member of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW061 Engage in community health research

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to undertake research projects, incorporating information that may be gathered by a researcher or by other workers in the community.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers working independently and as part of a multidisciplinary team to deliver primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Determine ownership of research material	1.1 Identify and record the purpose and scope of researching community health needs 1.2 Consult key people to clarify the purpose and outcome of the research 1.3 Obtain permission from the community to undertake the research 1.4 Review and note funding policy and/or organisational guidelines regarding ownership 1.5 Negotiate ownership of research data and documents as required 1.6 Acknowledge ownership on documents, as required by funding, policy and/or organisational guidelines
2. Determine research methodology using community processes	2.1 Identify and discuss with community representatives any requirements relating to research outcomes 2.2 Identify key people and processes for effective community consultation in line with participatory action research principles 2.3 Identify and develop required information-gathering tools 2.4 Incorporate evaluation processes throughout research/consultation processes 2.5 Ensure methodology maintains community and individual confidentiality
3. Conduct research	3.1 Develop and implement action plans in line with agreed research methodology 3.2 Communicate with community in culturally appropriate and safe ways to gather relevant information 3.3 Record information gathered in line with organisation and community guidelines 3.4 Analyse information in accordance with scope and purpose of research 3.5 Evaluate research methodology in consultation with key people
4. Finalise research	4.1 Identify recommendations for action in line with community and organisation requirements 4.2 Complete report and discuss findings with community representatives 4.3 Refer report to agencies and stakeholders impacted by recommendations 4.4 Liaise with agencies to facilitate understanding and action in relation to report findings

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW061 Engage in community health research

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

planned, conducted and coordinated all aspects of at least one research project to inform the provision of health services for Aboriginal and/or Torres Strait Islander individuals and communities, including:

communicating effectively with stakeholders, including community members

ensuring confidentiality of individual and community information as appropriate

applying research methodologies

developing information-gathering tools and action plans

presenting written information in research reports

analysing and presenting information clearly

evaluating research processes and findings

conducted at least two community group consultation sessions about the purpose, methodology and outcomes of the research.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

available local resources, including relevant equipment and technology

sources of information

research techniques and processes, including small group facilitation

community development principles

research ethics – community ownership of data

relevant guidelines on research, including:

National Statement on Ethical Conduct in Human Research

Values and Ethics – Guidelines for Ethical Conduct in ATSI Health Research

relevant policies, protocols and procedures of the organisation.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

individually or as a member of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW062 Supervise health care team

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to supervise a group of workers who function as a team to provide health services to the community.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing supervision to other Aboriginal and/or Torres Strait Islander Health Workers working independently and as part of a multidisciplinary team to deliver primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Set team and individual team member objectives	1.1 Access organisation, program and action plans and identify priorities/issues for the team in line with organisation requirements 1.2 Develop team objectives in consultation between workers and supervisor in line with organisation requirements 1.3 Develop individual objectives in consultation with workers to address team objectives and action plans
2. Identify staffing gaps	2.1 Work in consultation with supervisors and/or other team members to identify staffing gaps 2.2 Determine needs for additional staff and/or training/development of existing staff in terms of skills required to achieve identified work outcomes 2.3 Communicate staffing and training needs to relevant organisation authority for action
3. Supervise daily work schedule	3.1 Develop duty roster and/or daily work schedule for the team to ensure all required services are met 3.2 Monitor and adjust work schedules as required to meet action plan needs
4. Facilitate networking and information exchange between team members	4.1 Identify existing networks for team members and support their use 4.2 Set up new networks and/or information exchange processes as required to facilitate achievement of identified outcomes 4.3 Support use of networks and information exchange processes in the work environment
5. Work with management	5.1 Consult managers on work issues 5.2 Keep managers informed of work and team issues

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to use temporal measurements and estimations of completion times and rates to develop work rosters

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW062 Supervise health care team

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

supervised at least one health care team on an ongoing basis by:

identifying current networks and establishing new networks for at least three workers

encouraging the use of networks

setting unit objectives in line with priorities, action plans and organisation requirements

developing individual objectives for at least three workers, in line with organisation requirements

identifying and responding to staff gaps in consultation with others

creating and monitoring team rosters and schedules, adjusting as needed

consulting management as required when specific issues arise.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

relevant requirements of legislation, awards and conditions of service

relevant organisation human resource management policies

strategies to meet staff training needs

networking and information exchange processes

existing program policy

organisation guidelines, policies and procedures.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

individually or as a member of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW063 Implement office systems

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the skills and knowledge required to implement and monitor systems that underpin the effective operation of the organisation’s administrative processes.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers working independently and as part of a multidisciplinary team to deliver primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Develop office systems to support organisation functions	1.1 Identify and document requirements for office system processes in accordance with organisational guidelines 1.2 Identify personnel and equipment requirements and develop systems to meet organisational needs 1.3 Establish and implement administrative processes in accordance with organisational guidelines
2. Monitor office systems	2.1 Develop a training and/or support processes to enable workers to implement office system 2.2 Evaluate implementation of office systems in consultation with workers 2.3 Identify barriers to effective office system implementation 2.4 Modify existing systems as required to meet ongoing office needs

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Writing	in order to use office systems to communicate via email, intranet and computer networking in order to set up record storage systems, including indexes and databases
Numeracy	in order to establish accounts and petty cash systems

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW063 Implement office systems

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

implemented system support for at least one office as part of a health service or centre by:

identifying requirements for:

documents

personnel

equipment

developing and implementing administration processes

establishing support strategies for implementing the office support system

monitoring the office system and making modifications as required.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

implementation support strategies

organisation policies, procedures and guidelines

office system processes and requirements.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

individually or as a member of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW064 Manage budgets

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the competencies required to manage the day-to-day responsibilities of administering budgets for a program, work unit or cost centre. It is intended to address skills and knowledge required by those who manage a project budget or program budgets relating to delivery of health care for Aboriginal and/or Torres Strait Islander communities.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers working independently and as part of a multidisciplinary team to deliver primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the Element.
1. Prepare budget	1.1 Identify and document workplace resource needs in accordance with workplace action plans 1.2 Cost and record funding needs 1.3 Prepare budget document and present to supervisor (or other relevant authority) for endorsement
2. Monitor budget expenditure	2.1 Maintain systems for monitoring finances 2.2 Ensure money is expended according to the endorsed budget document 2.3 Identify changing priorities and discuss with supervisor (or other relevant authority) 2.4 Amend budget document in response to changing priorities 2.5 Satisfy accountability requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW064 Manage budgets

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

prepared, documented and presented budget information in line with organisation requirements on at least one occasion, including:

monitoring expenditure and reviewing budgetary provisions in line with identified priorities and accountability requirements

costing and recording funding needs

identifying changing priorities and discussing issues with supervisor

managing financial aspects in line with requirements of own role

amending budget document to reflect changes in priorities.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

organisation guidelines relating to funding applications, budget compilation and expenditure

organisation procedures for cost-centre management

accounting procedures as required by level of responsibility and workplace

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

individually or as a member of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW065 Apply reflective practice in an Aboriginal/Torres Strait Islander primary health care setting

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This unit was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Application

This unit of competency describes the skills and knowledge to apply reflective practice, critical thinking and analysis within the role of an Aboriginal and/or Torres Strait Islander health practitioner or worker.

This unit applies to those Aboriginal and/or Torres Strait Islander Health Workers working independently and as part of a multidisciplinary team to deliver primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Apply the principles of primary health care to Aboriginal and/or Torres Strait Islander clients and communities	1.1 Work with an understanding of the historical and current perspectives of primary health care 1.2 Incorporate the theoretical concepts and information related to primary health care into day-to-day work 1.3 Identify contemporary issues in primary health care and examine their impact on clients and the health care environment 1.4 Actively participate as a member of the health care team 1.5 Recognise the complementary roles of other health care professionals 1.6 Incorporate into practice a holistic approach to client care 1.7 Promote and support individuality of client when implementing planned care
2. Participate in professional review and development	2.1 Participate in performance review according to the policies and procedures of the employing organisation 2.2 Apply professional, legal and ethical standards to primary health care 2.3 Share professional knowledge and skills with others 2.4 Positively promote own role within Aboriginal and/or Torres Strait Islander primary health care context 2.5 Undertake professional skill development and apply to work practices 2.6 Identify and participate in appropriate professional organisations
3. Work within a contemporary Aboriginal and/or Torres Strait Islander health care environment	3.1 Achieve work outcomes and demonstrate good time management within prescribed time frames 3.2 Manage resources according to health environment guidelines 3.3 Utilise contemporary health informatics systems to gather, collate and document data 3.4 Work within context of practice and within boundaries of work role
4. Effectively use critical thinking and analysis within work role	4.1 Identify ways to effectively apply the process of critical thinking and analysis within own work role 4.2 Differentiate between critical thinking, creative thinking and problem-solving 4.3 Identify and apply problem-solving processes to resolve client and workplace challenges 4.4 Locate, review and critically analyse topical issues identified in recent articles
5. Promote reflective practice for self and others	5.1 Recognise the process and benefits of reflective practice in relation to own work role 5.2 Model reflective practice within own role 5.3 Seek assistance from mentors or other professionals to support reflective practices 5.4 Evaluate the effectiveness of self-reflection in own role, and for others

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Learning	in order to locate, evaluate and organise information and filter out irrelevant data

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW065 Apply reflective practice in an Aboriginal/Torres Strait Islander primary health care setting

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This unit was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

performed their role in Aboriginal and/or Torres Strait Islander primary health care by using each of the following on at least one occasion:

critical thinking and analysis

professional review and skills development

self-reflection and evaluation

time management and prioritisation

problem-solving using logic, analysis and sound argument

effective and culturally appropriate and safe communication skills for:

analysis and interpretation of evidence

consultation methods

decision-making techniques

team negotiation and networking

written and oral presentations.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of:

critical thinking processes

reflective practices, benefits and limitations

organisation standards, policies and procedures

cultural and linguistic issues for the individual Aboriginal and/or Torres Strait Islander health professional

best practice, philosophy/vision/mission statements

characteristics of critical thinking and analysis

cultural and religious considerations for primary health care

demonstrated awareness of the history and development of the role of the Aboriginal and/or Torres Strait Islander Health Worker and practitioner

educational and career opportunities for Aboriginal and/or Torres Strait Islander Health Worker and practitioner

ethical guidelines including confidentiality, duty of care and public liability

patterns of primary health care (including functional, team, client assignment)

performance appraisal processes and practices

quality improvement programs and accreditation standards

role of evidence-based practice

understanding of the role and function of professional and industrial bodies relevant to Aboriginal and/or Torres Strait Islander Health Worker and practitioner

understanding of the role of the health care team members

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

individually or as a member of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW066 Manage the delivery of Aboriginal and/or Torres Strait Islander primary health care

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Pre-requisite unit removed.

Application

This unit describes the required skills and knowledge to plan, advocate for, monitor and manage the provision of health services and programs to Aboriginal and/or Torres Strait Islander communities.

This unit applies to senior Aboriginal and/or Torres Strait Islander Health Workers overseeing clinical aspects of the delivery of primary health care services and/or managing the overall delivery of primary health care services and programs to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Monitor community needs for primary health care	1.1 Research community health care needs over time using community consultation and analysis of available statistical and documented information 1.2 Seek community feedback to identify relevance and effectiveness of existing primary health care in meeting perceived community needs 1.3 Analyse research data and identify community health trends 1.4 Analyse and report findings in line with organisation guidelines and community requirements
2. Monitor primary health service and program delivery	2.1 Analyse existing primary health care service and program resources to determine availability and need 2.2 Monitor implementation of policies and procedures for primary health care service delivery to ensure compliance with organisation guidelines and community requirements 2.3 Investigate feedback and complaints from clients and the community and take action to adapt primary health care services and programs as required 2.4 Monitor and analyse existing primary health care services and programs in relation to addressing identified community health needs and regulatory requirements 2.5 Investigate and analyse issues relating to primary health care service and program delivery 2.6 Monitor service and program delivery to ensure legislative requirements are addressed
3. Evaluate effectiveness of primary health care	3.1 Evaluate existing primary health care strategies and services on a regular basis in relation to community needs and legislative requirements 3.2 Identify gaps in primary health care services to the community and discuss potential improvements with the community 3.3 Ensure the views or concerns of clients and the community are appropriately represented in relation to delivery of primary health care services 3.4 Ensure confidentiality of clients and the community is maintained
4. Advocate on primary health care issues	4.1 Identify and contact relevant individuals/agencies about issues of concern regarding delivery of primary health care services 4.2 Represent views and concerns of community and individual clients effectively and ensure confidentiality is maintained 4.3 Prepare submissions and proposals as required to support delivery of primary health care services 4.4 Recommend changes to policies, practices and priorities on the basis of research data

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW066 Manage the delivery of Aboriginal and/or Torres Strait Islander primary health care

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Pre-requisite unit removed.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

planned and managed the delivery of at least one health care service and/or program to effectively address the needs of Aboriginal and/or Torres Strait Islander communities, including:

consulting with the community as part of review and revision of services to identify and implement service improvements as an ongoing process

advocating on behalf the primary health care service to:

promote services and programs

seek resources

promote staff

conducting and reporting on research, using analytical skills applied to quantitative and qualitative data

formulating clear, valid and functional recommendations

participating in discussions and negotiations with community members regarding the provision of health services

participating in and monitoring quality assurance programs.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

Aboriginal and/or Torres Strait Islander community primary health needs, treatment options and any associated issues

legislation, organisational guidelines and community requirements relating to health service provision

up-to-date knowledge of principles and practice of primary health care and resources required to address specific community needs

referral resources and processes

traditional health, healing and medicines

individual and community health including biology and development, psychology, disease and treatment options, culture and tradition

key individuals and agencies with local, regional and broader responsibilities related to primary health care provision

evaluation methodology to determine the effectiveness of services delivered.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as a senior member of and/or supervising a primary health care team

with Aboriginal and/or Torres Strait Islander clients.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW067 Manage health education and promotion

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to manage the provision of health education and promotion services to Aboriginal and/or Torres Strait Islander communities. This includes advocating for health education and promotion services and ensuring these services meet community needs.

It does not involve the actual delivery of health education and promotion services – this is detailed in HLTAHW023 Plan, develop and evaluate health promotion and community development programs.

This unit applies to senior Aboriginal and/or Torres Strait Islander Health Workers overseeing clinical aspects of the delivery of primary health care services and/or managing the overall delivery of primary health care services and programs to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Monitor and plan health education and health promotion services	1.1 Support staff to identify existing health education and health promotion services in the community and document according to organisation guidelines 1.2 Consult the community about needs for health education and health promotion services 1.3 Work with staff to evaluate health education and health promotion services in respect of community needs 1.4 Identify gaps in health education and health promotion services within the community and recommend appropriate changes to address them 1.5 Support staff to develop and document a plan to respond to identified community health education and health promotion needs
2. Ensure health education and health promotion services meet community needs	2.1 Analyse and document resource needs of the health education and health promotion service 2.2 Implement policies and procedures for health education and health promotion service delivery in the workplace, in line with legislative requirements 2.3 Investigate feedback and complaints from community and adapt health education and health promotion service delivery as required
3. Advocate on health education and health promotion service provision	3.1 Identify and contact relevant individuals/agencies about issues of concern regarding health education and health promotion 3.2 Represent community’s point of view clearly to those involved 3.3 Ensure confidentiality of community and individuals is maintained

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW067 Manage health education and promotion

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

managed the provision of at least one health education and promotion service to effectively address the needs of Aboriginal and/or Torres Strait Islander individuals and communities, including:

working with other staff to identify and evaluate existing health education and promotion services

communicating effectively with relevant community members, agencies and other organisations to support the delivery of health education and promotion services

advocating on behalf of Aboriginal and/or Torres Strait Islander communities in relation to the provision of health education and promotion services

conducting research and preparing reports detailing effectiveness of primary health care health education and promotion programs

lobbying and advocating at high levels to support health education and promotion programs for Aboriginal and/or Torres Strait Islander communities

undertaking organisational planning to support the delivery of health education and promotion programs.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

individual and community health including broad knowledge base of biology and development, psychology, disease and treatment options, culture and tradition

primary health care health needs and service delivery options

legislation relating to the delivery of primary health care services

organisational guidelines relating to health service provision

referral resources

traditional health, healing and medicines.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as a senior member of and/or supervising a primary health care team

with Aboriginal and/or Torres Strait Islander clients.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW068 Develop work plans

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to undertake planning for an organisation or for specific program areas in line with the organisation’s strategic directions.

It involves developing work plans for either a team within a health care organisation, or for the whole organisation, and then developing individual work plans for staff to implement and support the broader work plan.

This unit applies to senior Aboriginal and/or Torres Strait Islander Health Workers overseeing clinical aspects of the delivery of primary health care services and/or managing the overall delivery of primary health care services and programs to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Develop a work plan for the organisation, unit or team	1.1 Access strategic plans and identify priorities/issues for the work plan 1.2 Identify community priorities in consultation with the community 1.3 Prepare a work plan to address organisational and community priorities 1.4 Identify budget implications and seek funding to implement the plan 1.5 Promote work plan to affected staff
2. Prepare individual work plans	2.1 Access the work plan and identify and record priorities/issues for individual workers 2.2 Develop individual plans in consultation with workers 2.3 Identify training needs of workers and seek resources to meet these needs 2.4 Incorporate review mechanisms to determine effectiveness of work performances under the plan 2.5 Finalise and document individual work plans according to organisation procedures and policies
3. Review work plans at individual and organisational, unit or team level	3.1 Review plans in consultation with the community and staff implementing the plans 3.2 Identify strengths and areas for improvement within each plan 3.3 Adapt plans to reflect changes to government and organisational policies and community needs 3.4 Provide progress reports to key people within community and the organisation, including management and governance bodies, according to organisational procedures and policies

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW068 Develop work plans

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

prepared at least one work plan for a whole organisation or for a team within an organisation, in line with priorities of Aboriginal and/or Torres Strait Islander communities in relation to the provision of health services. The candidate should have effectively addressed strategic initiatives and business plans by:

accessing and analysing relevant information as a basis for planning, including budgets and previous planning documents

using culturally safe and appropriate communication skills to liaise with relevant staff member to determine scope, outcomes and focus of work plan

networking, negotiating and resolving conflict as required

communicating outcomes of the plan to relevant staff members to obtain feedback for review

adjusting the plan as appropriate

documenting the final work plan according to organisational procedures and policies

prepared work plans for at least three individual staff members to effectively address strategic initiatives and business plans arising out of the developed team or organisational work plan by:

using culturally safe and appropriate communication skills to liaise with each staff member to determine scope, outcomes and focus of the individual work plans

networking, negotiating and resolving conflict as required

identifying training opportunities as part of the work plan for each staff member

documenting each individual work plan according to organisational procedures and policies

reviewed the performance of at least one team/organisational work plan and at least one individual staff member plan by:

gaining feedback from community and staff as to the outcomes of the work plan

identifying successes and areas for improvement in each work plan

reporting outcomes of review as required by organisational procedures and policies.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

National Aboriginal Health Strategy

relevant up-to-date national policies and reports, such as ‘National Aboriginal and Torres Strait Islander Oral Health Workshop – Report and Action Plan’

relevant organisational policy and guidelines

Commonwealth, state /territory and local government policies

existing strategic and work unit plans

community networks and planning processes

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as a senior member of and/or supervising a primary health care team

with Aboriginal and/or Torres Strait Islander clients.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW069 Develop health care policy

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to develop organisation policies and influence government policy development in ways that address community health care needs and organisation guidelines.

This unit applies to senior Aboriginal and/or Torres Strait Islander Health Workers overseeing clinical aspects of the delivery of primary health care services and/or managing the overall delivery of primary health care services and programs to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Develop policies for health-related workplace	1.1 Identify government policies that affect the workplace and its functions and document implications 1.2 Identify and document workplace policies needed to address government requirements 1.3 Discuss policy requirements with the community and associated health agencies to determine impact and contradictions with other primary health care policies and initiatives 1.4 Develop and/or revise policies in consultation with the community 1.5 Seek endorsement from key stakeholders for policy recommendations 1.6 Promote policies through organisation with training and other measures as necessary 1.7 Monitor and review workplace policies
2. Influence government policy development	2.1 Identify and document government policies that result in service duplication or gaps in community needs 2.2 Develop strategies for influencing government policies in consultation with the community and health agencies 2.3 Represent views and needs of community to government 2.4 Discuss progress/outcome of representations with the community 2.5 Monitor and review strategies

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW069 Develop health care policy

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

developed workplace policies in relation to the provision of health services for Aboriginal and/or Torres Strait Islander individuals and communities

contributed to government policy development and review on behalf of Aboriginal and/or Torres Strait Islander people

communicated clearly and effectively with the community and relevant authorities

represented the organisation, community and/or other positions in public speaking, meetings and in writing

written letters, submissions and reports to advocate for changes to government policy to promote Aboriginal and/or Torres Strait Islander health.

All performance evidence must be demonstrated at least once.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

National Aboriginal Health Strategy

relevant up-to-date national policies and reports, such as ‘National Aboriginal and Torres Strait Islander Oral Health Workshop – Report and Action Plan’

organisation policies and guidelines

Commonwealth, state/territory government policies and local government policies

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of, and under the supervision of, a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW070 Manage human resources

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to promote the development and effective use of workers as a resource for the community and organisation.

This unit applies to senior Aboriginal and/or Torres Strait Islander Health Workers overseeing clinical aspects of the delivery of primary health care services and/or managing the overall delivery of primary health care services and programs to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Manage workforce	1.1 Identify and document staffing resource needs 1.2 Discuss staffing resource needs with work group and supervisor/s 1.3 Advise management of resource needs 1.4 Allocate available resources according to program needs 1.5 Recruit staff as required by organisational needs 1.6 Develop staff performance plans 1.7 Review staff performance in consultation with line managers
2. Promote good employee relations	2.1 Inform workers of their industrial rights 2.2 Identify and consult industrial parties 2.3 Provide workers with access to grievance procedures 2.4 Ensure workers’ conditions reflect award and organisational requirements
3. Ensure staff have access to required training and development	3.1 Discuss training and development needs with workers and assess against projected programs 3.2 Establish availability of training 3.3 Determine appropriateness of training in consultation with key people, the community and other workers 3.4 Provide training within resource constraints

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW070 Manage human resources

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

provided human resource management to a health service or centre by:

recruiting staff as required by organisational needs

managing at least three staff members, including:

developing and reviewing performance management plans for individual staff members

identifying and supporting access to training opportunities

providing information to staff about industrial rights within the workplace, including grievance procedures, awards and work conditions

communicating in a culturally appropriate and safe manner with staff when discussing, negotiating and/or resolving issues

advocating on behalf of staff as required by individual circumstances .

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

organisation human resource management policies and guidelines

relevant requirements of:

industrial relations legislation and regulations at federal, state and territory level

enterprise bargaining agreements where they exist in an organisation

union documents/guidelines/policies

work health and safety legislation and regulations

awards and conditions of services.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as a senior member of and/or supervising a primary health care team

with Aboriginal and/or Torres Strait Islander clients.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. For example, recruitment of staff may not be required within the timeframe of the assessment. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW071 Manage medicines in Aboriginal and/or Torres Strait Islander primary health care

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Prerequisite unit removed.

Application

This unit describes the skills and knowledge required to manage the use of medications in Aboriginal and/or Torres Strait Islander primary health care. It includes supply, transport and storage of medicines; the legal, professional and safety aspects of medicines use; and the supervision of other Aboriginal and/or Torres Strait Islander Health Workers with authority to administer medication, and management of clinic medicines stocks.

This unit applies to those senior Aboriginal and/or Torres Strait Islander Health Workers overseeing clinical aspects of the delivery of primary health care services to Aboriginal and/or Torres Strait Islander communities.

Note: The skills and knowledge specifically required to administer medications is covered by HLTAHW020 Administer medications.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the Element.
1. Manage administration of medicines	1.1 Maintain accurate records of medicines’ administration in client files according to organisation policies and procedures 1.2 Establish and maintain systems for managing medication administration within the clinic in consultation with relevant medical health professionals and appropriately authorised persons 1.3 Refer individual medication regimens for regular review by authorised practitioner 1.4 Involve pharmacists in medication management including, where appropriate, medication reviews or use of Webster-packs 1.5 Check doses of medicine made up by other health staff for accuracy, including dose, indication and consideration of contraindications 1.6 Support and instruct other health workers in the safe and efficacious use of medicines 1.7 Monitor the appropriate use of medicines by other health staff
2. Initiate assessment and treatment using standard treatment manuals	2.1 Use standard workplace treatment manuals to commence assessment and treatment 2.2 Consult an authorising practitioner in accordance with standard treatment manuals and organisational policies and procedures 2.3 Dispense medicines according to organisational policies and procedures and the appropriate legal and regulatory framework 2.4 Document clinical assessments, any advice sought and assessment and treatment initiated in client medical files
3. Manage the ordering, transportation, storage and disposal of medicines	3.1 Ensure medicines are securely stored in accordance with legislative requirements 3.2 Establish working relationships with local medical practitioners and pharmacists to support management of clinic medicines stores 3.3 Monitor patterns of medicines use and use this information to inform reorder quantities and ensure minimum stock holdings 3.4 Ensure clinic medicines stock is checked regularly and re-ordered in appropriate quantities 3.5 Source medicines supplies as locally appropriate 3.6 Add new stock and dispose of out-of-date stock according to organisational policies and procedures 3.7 Organise clinic medicines stock logically and securely, with access to clinic medicines store monitored and restricted to authorised personnel 3.8 Correctly apply cold chain principles for storage and transport of medication requiring refrigeration

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW071 Manage medicines in Aboriginal and/or Torres Strait Islander primary health care

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Prerequisite unit removed.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

managed the safe administration of medicines by appropriately authorised Aboriginal and/or Torres Strait Islander Health Workers or practitioners on at least three occasions by:

providing clear information on medicines, through accurate interpretation of MIMS and other medication references and resources, such as standing orders, guidelines and Consumer Medicines Information

checking calculations and measurements of dosages undertaken by other authorised practitioners

documenting all outcomes of administration of medication in line with own role and medication administered

initiated treatment involving medication on at least three occasions by:

using standard treatment manuals to initiate assessment and treatment, in consultation with an authorised practitioner

referring to the pharmacist regarding medication

consulting authorised practitioners’ instructions and orders in regards to dispensing medication

managed processes for the ordering, transport, storage and disposal of medication on at least one occasion by:

managing relationships with relevant suppliers, pharmacies and hospitals

overseeing the maintenance of medicines records

using checking systems to regularly review out-of-date stock, understocked or other requirements for medication

ensuring medication was kept in secured locations and accessed by authorised personnel, according to legislation and organisation procedures and policies

applying cold chain storage principles where appropriate in the storage of medications.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

application of universal precautions in the administration of medicines

key aspects of federal and state legislation relating to the control, storage and dispensing of drugs and medication

legislative and regulatory requirements for labelling, storage and safe disposal of medicines

key aspects of the requirements of the Pharmaceutical Benefits Scheme (PBS)

signs of anaphylaxis and methods of management

western and traditional/bush medicines and treatments

special considerations in use of medicines, including:

pregnancy and lactation

renal failure

anti-coagulant therapy

organisational policies and procedures relating to drugs and medications, including storage, ordering, management and access.

Assessment Conditions

Unless state or territory legislation prevents practice in the workplace, skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

Note: Where state or territory legislation prevents practice in the workplace, simulated assessment environments may only be used in place of workplace assessment.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

a Registered Aboriginal or Torres Strait Islander Health Practitioner

or:

a Registered Health Practitioner accompanied by an Aboriginal or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW072 Provide guidance in social and emotional wellbeing

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Pre-requisite units removed.

Application

This unit describes the required skills and knowledge to provide social and emotional wellbeing guidance and support to Aboriginal and/or Torres Strait Islander clients in crisis, in need and in the context of an ongoing supportive client/worker relationship.

The unit applies to senior Aboriginal and/or Torres Strait Islander Health Workers overseeing clinical aspects of the delivery of primary health care services and/or managing the overall delivery of primary health care services and programs to Aboriginal and/or Torres Strait Islander clients and communities.

This unit equips Aboriginal and/or Torres Strait Islander Health Workers to provide support related to social and emotional wellbeing and does not infer that they are qualified counsellors.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Work within professional and personal boundaries	1.1 Define and observe professional boundaries when working with a range of clients, including women, men, children, young people, families, and couples 1.2 Explain the professional and personal boundaries of social and emotional wellbeing support and discuss with the client 1.3 Work in accordance with organisation policies on professional and personal boundaries
2. Assess the current status and needs of the client	2.1 Establish a safe, supportive and culturally secure environment for the client 2.2 Explain the process of providing guidance and support to the client 2.3 Discuss the role and limitations of the social and emotional wellbeing worker with the client 2.4 Take client history through discussion with the client and relevant family/community members 2.5 Assess client’s current mental status and needs by discussion with the client and appropriate others
3. Plan treatment for the client	3.1 Discuss treatment options with client, including alternative therapies that may include traditional Aboriginal healing 3.2 Develop a treatment plan in consultation with the client
4. Provide appropriate emotional support and guidance to clients	4.1 Establish an emotionally safe and culturally secure environment to support client self-disclosure 4.2 Use a non-judgmental approach and build rapport, empathy and trust with the client 4.3 Take into account socioeconomic demographic, cultural and language needs in all counselling work 4.4 Use strategies for resolving conflict and building self-esteem where appropriate 4.5 Select therapies and techniques appropriate to client’s physical, cultural, spiritual, intellectual and emotional needs 4.6 Provide information to the client as appropriate and at the client’s request, in accordance with organisation policy and procedures, confidentiality requirements and duty of care 4.7 Refer clients to appropriate services and follow-up as required
5. Review counselling treatment with clients	5.1 Discuss effectiveness of the treatment plan with the client 5.2 Discuss options for variation to the treatment plan and revise with the client 5.3 Consult colleagues as necessary and appropriate in accordance with confidentiality requirements
6. Review progress of counselling relationship with the client	6.1 Review effectiveness of therapeutic relationship with the client 6.2 Discuss ending the relationship with the client and others (i.e. other agencies) as appropriate 6.3 Review impact on the client of ending the counselling relationship 6.4 Put in place referral and support networks to support client when counselling relationship ends
7. Use self-protection strategies	7.1 Use conflict resolution and negotiation in a crisis as appropriate 7.2 Take appropriate action to ensure safety of client, self and others in accordance with organisation policies and protocols and available resources 7.3 Seek emergency assistance as required 7.4 Acknowledge limits of own abilities and refer appropriately in accordance with organisation policies and available resources 7.5 Seek debriefing as required 7.6 Undertake ongoing self-care and stress-management activities

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW072 Provide guidance in social and emotional wellbeing

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Pre-requisite units removed.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

provided social and emotional wellbeing guidance to at least three clients by:

assessing the mental status and needs of each client

developing appropriate treatment and/or referral plans/options, including alternative therapies, as appropriate in consultations with colleagues and relevant professionals

discussing treatment options with client

providing appropriate emotional support and guidance as part of the treatment plan using:

listening skills

building rapport

negotiation

questioning, reframing

externalising

reflection process by worker

motivational interviewing

reviewing the progress of the relationship with the client and colleagues, including the prospect of ending the relationship

exercising professional boundaries with each client

using self-protection strategies as appropriate to working with each client, including:

resolving conflicts and crisis negotiation

ensuring safety of self and others

seeking emergency assistance and debriefing

undertaking stress-management activities.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

conflict resolution strategies for individuals and families

models and techniques to provide social and emotional support, including:

six-step problem-solving method

five stages of trauma recovery

antecedents, behaviour, consequences model (ABC model of behaviour)

cognitive behaviour therapy (CBT) model

brief solution-focused therapy

narrative therapy

subjective, objective, assessment, plan, implementation and evaluation (SOAPIE) notes

strategies for counselling survivors of sexual abuse, sexual assault, children and young people, couples, families, grieving families, friends and communities

motivational interviewing

definitions of grief and models of support

strategies of open communication for couples

what makes a good counsellor (listening, skills, empathy, trust, etc.)

healing models, such as:

Atkinson’s trans-generational healing model

traditional healing practices

healing through art, drawing, music

social genograms

narrative therapy

local support networks and services

sexual abuse, including:

definitions, myths and facts

ways survivors feel and behave

monitoring sexual abuse

patterns in relating to the world for survivors

sexual assault, including:

definitions, myths and facts

effects

legal and medical procedures

strategies for counselling

Stolen or Removed Generations

suicide and self-harm, including:

risk factors

emergency procedures

assistance and support (agencies, community, family)

counselling strategies

referral options

organisation policies and procedures.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as a senior member of and/or supervising a primary health care team

with Aboriginal and/or Torres Strait Islander clients.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW073 Practise social and emotional wellbeing in a clinical setting

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Pre-requisite units removed.

Application

This unit describes the required skills and knowledge to provide social and emotional wellbeing guidance and support to Aboriginal and/or Torres Strait Islander clients in crisis, in need and in the context of an ongoing supportive client/worker relationship.

It applies to senior Aboriginal and/or Torres Strait Islander Health Workers overseeing clinical aspects of the delivery of primary health care services and/or managing the overall delivery of primary health care services and programs to Aboriginal and/or Torres Strait Islander clients and communities.

This unit equips Aboriginal and/or Torres Strait Islander Health Workers to provide support related to social and emotional wellbeing and does not infer that they are qualified counsellors.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Differentiate between ways to conceptualise and treat mental disorders	1.1 Use mental health classification systems appropriately when diagnosing Aboriginal and/or Torres Strait Islander people 1.2 Identify situations where a traditional healer could make an effective contribution to the treatment and management of Aboriginal and/or Torres Strait Islander clients 1.3 Investigate treatment approaches to potentially reduce the stay in mental institutions for Aboriginal and/or Torres Strait Islander people and assist early return to their communities 1.4 Examine and evaluate the environment of mental health facilities/institutions in relation to potential impact on Aboriginal and/or Torres Strait Islander clients 1.5 Identify the impact of cultural and spiritual factors on the way mental health problems develop and present
2. Address the organisation’s role and function in the management and treatment of mental disorders	2.1 Identify ways in which the organisation’s administrative and health care staff can physically, spiritually and emotionally support Aboriginal and/or Torres Strait Islander people and their families 2.2 Identify community health organisation’s role and manner of preparing and supporting Aboriginal and/or Torres Strait Islander clients to re-enter their communities 2.3 Identify organisation policies and procedures that acknowledge the importance of Aboriginal and/or Torres Strait Islander people’s spiritual and emotional ties 2.4 Clarify and support links between agencies providing primary, secondary and tertiary care 2.5 Identify and access appropriately local government and non-government resources available to assist clients from remote areas
3. Develop and maintain inter-sectoral networks	3.1 Recognise the importance of cross-sector collaborations between agencies, particularly in the context of early intervention and treatment for clients with multiple diagnoses 3.2 Identify the roles and functions of members of multidisciplinary health care teams 3.3 Recognise different organisational cultures within a drug and alcohol service and a mental health service, and identify their impact on workers 3.4 Identify difficulties in addressing gaps in the system that impede continuity of care 3.5 Emphasise factors/attributes that contribute to a flexible, dynamic and productive health team 3.6 Recognise the importance of policies that reflect equal opportunity and ensure that staff participate in cross-cultural awareness programs 3.7 Identify ways case management can contribute to effective inter-sectoral service delivery 3.8 Identify staff development issues for inter-sectoral workers
4. Use clinical practices appropriate to social and emotional wellbeing work	4.1 Identify clinical practices relevant to social and emotional wellbeing work 4.2 Clarify the meaning of ‘culturally appropriate manner’ in general and specific cultural contexts 4.3 Discuss client treatment with other members of the health care team 4.4 Recognise the importance of accurate clinical baseline observations in practice 4.5 Take client history in accordance with the needs of the client and the health care setting 4.6 Undertake comprehensive reporting in line with organisation requirements 4.7 Identify instances where the social and emotional wellbeing worker might advocate for a client in accordance with the philosophy of the organisation
5. Practise social and emotional wellbeing work	5.1 Use a culturally appropriate manner in all interactions with the client (including active listening, clarifying, probing techniques) 5.2 Develop care plans and discuss implementation and evaluation with the health care team 5.3 Conduct client interviews, ensuring there is appropriate preparation and consideration given to opening, developing and closing the interview 5.4 Review existing records to ensure all appropriate information is taken into account when treating a client
6. Follow organisation’s occupational health and safety (OH&S) procedures	6.1 Consult organisation’s OH&S policy and procedures manual to clarify for a range of situations 6.2 Clarify and apply procedures for dealing with clients and their relatives who are verbally or physically threatening 6.3 Identify and apply organisation OH&S requirements for use in caring for psychotic clients 6.4 Ensure responses to clients who spit at or bite the worker reflect the appropriate order of priority for maintaining worker safety

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW073 Practise social and emotional wellbeing in a clinical setting

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Pre-requisite units removed.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

delivered social and emotional wellbeing services within a primary health care setting to at least three Aboriginal and/or Torres Strait Islander clients including:

using clinical practices appropriate to social and emotional wellbeing work

appropriately identifying treatment and measures to specifically support Aboriginal and/Torres Strait Islander cultures, such as traditional healers

providing support and advice to clients

working in collaboration with other team members and staff as required

communicating with clients in culturally appropriate and safe ways to gain and provide information, and make assessments of social and emotional health

referring clients as required according to their specific social and emotional wellbeing needs

on at least one occasion, worked with other members of a multi-disciplinary team to identify:

ways to support social and emotional wellbeing of clients in the primary health care setting

barriers in providing support to clients, and ways to overcome these

specific cross-cultural issues which need to be addressed by the team

ways of working with others outside the team in other sectors, departments or agencies to support care of clients.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

role and responsibilities of a social and emotional wellbeing worker in a multidisciplinary team

the differences between the roles of a social and emotional wellbeing worker in a community controlled organisation and in a government organisation

organisational philosophies, values and beliefs

social and emotional issues associated with mental health of Aboriginal and/or Torres Strait Islander clients

clinical aspects of mental health assessments, treatments and services

relevant OH&S requirements for practice, including (but not limited to):

duty of care

confidentiality

debriefing

universal precautions

hazard/incident reporting procedures.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as a senior member of and/or supervising a primary health care team

with Aboriginal and/or Torres Strait Islander clients.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW074 Provide closure on healing processes

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Pre-requisite units removed.

Application

This unit describes the required skills and knowledge to bring to a close the healing process as part of a relationship between a client and social and emotional wellbeing worker, as well as to access local therapeutic services, recognising limitations of therapy and factors that may influence clients in contacting a therapist.

The unit applies to senior Aboriginal and/or Torres Strait Islander Health Workers overseeing clinical aspects of the delivery of primary health care services and/or managing the overall delivery of primary health care services and programs to Aboriginal and/or Torres Strait Islander clients and communities.

This unit equips Aboriginal and/or Torres Strait Islander Health Workers to provide support related to social and emotional wellbeing and does not infer that they are qualified counsellors.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Facilitate a group healing journey	1.1 Review and agree to rules for participation in a healing group as part of a group, ensuring safety, cultural security and confidentiality during and after the process 1.2 Practise verbal and non-verbal communication skills within the group 1.3 Practise self-reflection through review of key issues recorded relating to the healing process 1.4 Acknowledge the impact of confronting own issues by self-disclosure of past emotional influences 1.5 Undertake work to review and complete a healing journey in the group context 1.6 Reflect on the impacts of participation in healing journeys and share in the group context
2. Create a safe place to continue healing	2.1 Acknowledge the importance of healing as an ongoing process for Aboriginal and/or Torres Strait Islander people 2.2 Explore and clarify the relevance of experiencing personal healing as a basis for providing support and healing for clients 2.3 Identify principles for creating a safe and culturally secure place for healing and take action to establish and maintain personal safety 2.4 Acknowledge the importance of the support processes of extended families in preparing for and undergoing a healing process
3. Assist clients to access therapeutic services in the local area	3.1 Identify therapeutic services available in the local area 3.2 Identify obstacles that clients may face when accessing the local therapeutic services 3.3 Develop and implement strategies to help clients access local therapeutic services 3.4 Develop and implement strategies for maintaining primary contact with the client when accessing local therapeutic services

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW074 Provide closure on healing processes

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Pre-requisite units removed.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

facilitated a healing journey for at least one group of Aboriginal and/or Torres Strait Islander clients by:

negotiating rules of participation

explaining the relevance of experiencing personal healing as a basis for providing support to clients

demonstrating appropriate communication skills

providing a safe place for participants to undertake the healing journey

identifying an appropriate point to complete part of healing process and provide closure for self and clients

assisted at least one client to identify and access appropriate therapeutic services to support ongoing healing as required

reflected on their own involvement in healing journey, including any personal areas of concern, on at least one occasion.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

alternative therapies – art, music

key communication models

conflict resolution strategies for individuals and families

debriefing, including:

definitions and processes

for self

for colleagues

factors that the client may consider when contacting a therapist (e.g. kinship, training, confidentiality, gender, cost, approach, personal warmth, sincere concern, whether they can talk in a candid non-defensive way, reputation, understanding)

limitations of therapy

procedures for working with clients in crisis (i.e. safety issues, liaising with emergency agencies, calming strategies, etc.)

professional boundaries

self-healing journey

story maps and storytelling

strategies for assisting clients to access services

strategies for overcoming client resistance

suicide and self-harm

referral options.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as a senior member of and/or supervising a primary health care team

with Aboriginal and/or Torres Strait Islander clients.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW075 Manage community health projects

Modification History

Release	Comments
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Correction to metadata and mapping. Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to meet project management responsibilities within particular community health programs either in relation to a particular task, or within the context of broad management responsibilities.

This unit applies to senior Aboriginal and/or Torres Strait Islander Health Workers overseeing clinical aspects of the delivery of primary health care services and/or managing the overall delivery of primary health care services and programs to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Plan a community health project	1.1 Consult key community stakeholders to determine community needs in planning the project 1.2 Develop project proposals/submissions in response to community consultation 1.3 Include consultation with key community stakeholders in project planning processes 1.4 Ensure project plans are in line with community, organisation and legislative requirements
2. Prepare action plan	2.1 Ensure project plan identifies required actions and resources 2.2 Document plan and discuss with other workers 2.3 Identify project risks and assess likelihood and impacts
3. Implement and evaluate project	3.1 Follow project plan and review in operation to address identified community needs 3.2 Ensure community is kept informed of progress on the project 3.3 Discuss project outcomes with supervisors and the community 3.4 Reflect on project recommendations with the supervisor and community 3.5 Document project outcomes 3.6 Evaluate project outcomes and document results

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW075 Manage community health projects

Modification History

Release	Comments
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Correction to metadata and mapping. Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 202 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

planned, implemented and evaluated at least one community health project to support the provision of health services for Aboriginal and/or Torres Strait Islander individuals and communities by:

consulting appropriately with community, stakeholders, staff and research team about the purpose, methodology and aims of the research

ensuring confidentiality of community information relevant to the project

performing a project risk assessment

coordinating flow of information with community and research team

facilitating groups for research, discussion and feedback purposes

documenting the progress and outcomes of the project

referring to relevant legislative and organisational requirements as appropriate.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

relevant Commonwealth, state/territory and local government policies

community/sector networks associated with community health

funding guidelines related to community health projects

local Community Health Plans

organisation policies and guidelines.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as a senior member of and/or supervising a primary health care team

with Aboriginal and/or Torres Strait Islander clients.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW076 Plan for community emergencies

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to develop, prepare and promote plans of action for responding to non-medical emergencies that may affect a community. Planning is undertaken in consultation with other agencies and key people, and sets out the roles and responsibilities of workers and others in the community, for responding to an emergency.

This unit applies to senior Aboriginal and/or Torres Strait Islander Health Workers overseeing clinical aspects of the delivery of primary health care services and/or managing the overall delivery of primary health care services and programs to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Liaise with relevant government agencies	1.1 Identify and analyse existing relevant disaster plans and policies 1.2 Consult government agencies to determine and confirm different and complementary roles in the local disaster plan
2. Identify and liaise with appropriate community organisations	2.1 Identify community organisations and incorporate in an information database 2.2 Use effective communication strategies to establish contact with community organisations 2.3 Identify barriers to effective liaison and develop processes to facilitate communication with other agencies
3. Develop disaster plan to address local requirements	3.1 Collect information on local requirements and resources from key people and organisations 3.2 Clarify roles and responsibilities of all organisations in relation to responding to a disaster 3.3 Ensure local disaster plan is written to reflect local requirements 3.4 Establish a promotions strategy and facilitate implementation
4. Co-ordinate local support	4.1 Seek volunteers for disaster plan designated roles, via identified organisations and public processes 4.2 Clarify individual, team and organisation roles and responsibilities 4.3 Identify team leaders by discussion with organisations 4.4 Hold meetings to discuss disaster plan and personnel requirements
5. Ensure training for volunteers and staff	5.1 Identify training and resource requirements for volunteers and staff 5.2 Coordinate development and promotion of training programs 5.3 Develop, promote and support implementation of training schedule 5.4 Evaluate and modify training as required
6. Evaluate and modify disaster plan	6.1 Consult key people about effectiveness of the disaster plan 6.2 Adapt disaster plan as required to meet community needs 6.3 Distribute amendments to disaster plan to key people 6.4 Provide additional training as required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW076 Plan for community emergencies

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

planned for a community emergency by:

consulting effectively with the community to:

identify local issues

clarify roles and responsibilities of the organisation and community

promote community involvement

facilitate group discussions to develop the plan

consulting with relevant stakeholders, including emergency agencies, to identify responsibilities and roles

making and distributing amendments to disaster plan to key stakeholders

facilitated the implementation of the emergency plan by:

developing and implementing a promotions strategy to inform community, staff and relevant stakeholders

identifying volunteers and coordinating relevant training and resources to support their implementation of the plan

ensuring health service personnel are trained in emergency processes under the plan.

All performance evidence must be demonstrated at least once.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

key community networks relating to emergency response, including local resources, suppliers and tradespeople

relevant legislation, protocols and policies or guidelines

local disaster planning processes

local cultural and community knowledge

networks development

relevant equipment and technology in terms of types, sources, operation and maintenance

client confidentiality requirements.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as a senior member of and/or supervising a primary health care team

with Aboriginal and/or Torres Strait Islander clients.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW077 Provide supervision for social and emotional wellbeing workers

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to provide professional supervision for social and emotional wellbeing workers practising in an Aboriginal and/or Torres Strait Islander community context.

The unit applies to senior Aboriginal and/or Torres Strait Islander Health Workers overseeing clinical aspects of the delivery of primary health care services and/or managing the overall delivery of primary health care services and programs to Aboriginal and/or Torres Strait Islander clients and communities.

This unit equips Aboriginal and/or Torres Strait Islander Health Workers to provide support related to social and emotional wellbeing and does not infer that they are qualified counsellors.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Provide debriefing and support for social and emotional wellbeing workers	1.1 Provide workers with a supportive environment to discuss social and emotional wellbeing work issues 1.2 Maintain confidentiality of clients and workers 1.3 Guide workers through a process of self-reflection and review of key issues relating to social and emotional wellbeing work 1.4 Assist workers to identify personally confronting issues and utilise them constructively in their work 1.5 Assist workers to identify and apply appropriate strategies and techniques for protection of self and clients
2. Analyse and evaluate social and emotional wellbeing processes and outcomes	2.1 Obtain information to clarify issues arising and strategies used to address these issues in social and emotional wellbeing work 2.2 Clarify client outcomes achieved through the work 2.3 Analyse strategies and practices used by workers 2.4 Evaluate the effectiveness of strategies and practices used in social and emotional wellbeing work in terms of outcomes for clients and impact on worker
3. Provide feedback and support to social and emotional wellbeing worker	3.1 Discuss strategies and practices used by worker in relation to client outcomes and impact on worker 3.2 Provide feedback to reinforce appropriate social and emotional wellbeing work and/or to support change where required 3.3 Provide professional guidance to worker as required 3.4 Support worker to change and/or enhance practices as appropriate

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW077 Provide supervision for social and emotional wellbeing workers

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role.

There must be evidence that the candidate has:

supported at least two Aboriginal and/or Torres Strait Islander health workers to provide social and emotional wellbeing support by:

- providing professional feedback, debriefing and support

- using culturally appropriate and safe communication skills with the worker to:

build rapport and trust

obtain information for reviewing practices

support the worker to discuss personally confronting issues

discuss strategies and techniques to protect the worker and clients

maintain confidentiality of the worker and their clients

- reviewing worker’s strategies and practices to reflect on client progress and outcomes, and identify successes and areas for change.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

a range of strategies and practices used to achieve desired client outcomes in relation to social and emotional wellbeing work

advanced skills, knowledge and attributes required to perform the work effectively

potential for work to impact the Aboriginal and/or Torres Strait Islander Health Worker in relation to own personal, family and community issues

strategies and practices to assist and support the Aboriginal and/or Torres Strait Islander Health Worker to prepare for, monitor and deal effectively with the impact of social and emotional wellbeing work.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as a senior member of and/or supervising a primary health care team

with Aboriginal and/or Torres Strait Islander clients.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAHW078 Work within a narrative approach

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Pre-requisite unit removed.

Application

This unit describes the required skills and knowledge to recognise and appreciate the values of using narrative approaches in responding to social and emotional wellbeing issues for individual Aboriginal and/or Torres Strait Islander clients and/or communities.

It applies to senior Aboriginal and/or Torres Strait Islander Health Workers overseeing clinical aspects of the delivery of primary health care services and/or managing the overall delivery of primary health care services and programs to Aboriginal and/or Torres Strait Islander clients and communities.

This unit equips Aboriginal and/or Torres Strait Islander Health Workers to provide support related to social and emotional wellbeing and does not infer that they are qualified counsellors.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Apply narrative therapy approaches to own work	1.1 Research the narrative worldview, narrative therapy approaches, common terms and key concepts 1.2 Identify work of people from indigenous and/or colonised cultures using narrative therapy approaches 1.3 Apply concepts of narrative therapy in own work in supporting the social and emotional wellbeing of clients, and observe cultural protocols where appropriate
2. Use externalising practices	2.1 Identify the difference between externalising and internalising practices 2.2 Explain to clients and/or community how externalising practices may be used to address a range of social and emotional wellbeing issues 2.3 Use culturally appropriate and safe communication skills to support clients and/or community to use externalising conversations to identify their social and emotional wellbeing issues

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAHW078 Work within a narrative approach

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements. Pre-requisite unit removed.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

worked with at least three clients and/or community groups to utilise narrative theory and externalised conversations as part of social and emotional wellbeing support by:

researching concepts and terminology relating to narrative therapy and externalised conversations, and their particular application to working with Aboriginal and/or Torres Strait Islander clients and/or communities

using culturally appropriate and safe communication to apply these concepts to support clients and/or communities to:

engage in a narrative therapy approach

use externalising conversations to identify issues to address.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

being multi-storied – problem and preferred stories

both local and general Aboriginal and/or Torres Strait Islander history, e.g. history of colonisation, assimilation, removal, etc.

externalising practices and conversations

how stories shape us

key concepts and language terms characteristic to narrative therapy approaches

making visible the politics of community life, and the tactics of internalisation

stories coming from a social/political/cultural/historical context

the impact of cultural knowledge on approaches to narrative work

unique contributions of indigenous and colonised people’s work to the development of narrative therapy approaches

what makes a story.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as a senior member of and/or supervising a primary health care team

with Aboriginal and/or Torres Strait Islander clients.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAID001 Provide cardiopulmonary resuscitation

Modification History

Release	Notes
Release 5	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 4	Updated mapping information. Changes to assessment requirements. Equivalent outcome.
Release 3	Updated mapping information. Equivalent outcome.
Release 2	Updated mapping information. Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. Revised evidence requirements, including volume and frequency of assessment.

Application

This unit describes the skills and knowledge required to perform cardiopulmonary resuscitation (CPR) in line with the Australian Resuscitation Council (ARC) Guidelines.

This unit applies to all workers who may be required to provide CPR, in a range of situations, including community and workplace settings.

Specific licensing /regulatory requirements relating to this competency, including requirements for refresher training should be obtained from the relevant national/state/territory Work Health and Safety Regulatory Authorities.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Respond to an emergency situation	1.1 Recognise an emergency situation 1.2 Identify, assess and minimise immediate hazards to health and safety of self and others 1.3 Assess the casualty and recognise the need for CPR 1.4 Seek assistance from emergency response services
2. Perform CPR procedures	2.1 Perform cardiopulmonary resuscitation in accordance with ARC guidelines 2.2 Display respectful behaviour towards casualty 2.3 Operate automated external defibrillator (AED) according to manufacturer’s instructions
3. Communicate details of the incident	3.1 Accurately convey incident details to emergency response services 3.2 Report details of incident to workplace supervisor as appropriate 3.3 Maintain confidentiality of records and information in line with statutory and/or organisational policies

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAID001 Provide cardiopulmonary resuscitation

Modification History

Release	Notes
Release 5	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 4	Updated mapping information. Changes to assessment requirements. Equivalent outcome.
Release 3	Updated mapping information. Equivalent outcome.
Release 2	Updated mapping information. Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. Revised evidence requirements, including volume and frequency of assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has completed the following tasks in line with state/territory regulations, first aid codes of practice, Australian Resuscitation Council (ARC) guidelines and workplace procedures:

Followed DRSABCD in line with ARC guidelines, including:

performed at least 2 minutes of uninterrupted single rescuer cardiopulmonary resuscitation (CPR) (5 cycles of both compressions and ventilations) on an adult resuscitation manikin placed on the floor

performed at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both compressions and ventilations) on an infant resuscitation manikin placed on a firm surface

responded appropriately in the event of regurgitation or vomiting

managed the unconscious breathing casualty

followed single rescue procedure, including the demonstration of a rotation of operators with minimal interruptions to compressions

followed the prompts of an automated external defibrillator (AED)

Responded to at least one simulated first aid scenario contextualised to the candidate’s workplace/community setting, including:

demonstrated safe manual handling techniques

provided an accurate verbal or written report of the incident

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

State/Territory regulations, first aid codes of practice and workplace procedures including:

ARC Guidelines relevant to the provision of CPR

safe work practices to minimise risks and potential hazards

infection control principles and procedures, including use of standard precautions

requirements for currency of skill and knowledge

Legal, workplace and community considerations, including:

awareness of potential need for stress-management techniques and available support following an emergency situation

duty of care requirements

respectful behaviour towards a casualty

own skills and limitations

consent

privacy and confidentiality requirements

importance of debriefing

Considerations when providing CPR, including:

airway obstruction due to body position

appropriate duration and cessation of CPR

appropriate use of an AED

chain of survival

standard precautions

Basic anatomy and physiology relating to:

how to recognise a person is not breathing normally

chest

response/consciousness

upper airway and effect of positional change

Assessment Conditions

Skills must be demonstrated working individually in an environment that provides realistic in-depth, industry-validated scenarios and simulations to assess candidates’ skills and knowledge.

Assessment resources must include:

adult and infant resuscitation manikins in line with ARC Guidelines for the purpose of assessment of CPR procedures

AED training device

workplace injury, trauma and/or illness record, or other appropriate workplace incident report form

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessor Requirements

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition hold current first aid certificate HLTAID003 or higher.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAID002 Provide basic emergency life support

Modification History

Release	Comments
Release 4	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 3	Updated mapping information. Changes to assessment requirements. Equivalent outcome.
Release 2	Minor corrections to formatting to improve readability. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria, changes to scope of unit. Changes to evidence requirements relative to revised scope of unit.

Application

This unit describes the skills and knowledge required to recognise and respond to life-threatening emergencies in line with the Australian Resuscitation Council (ARC) Guidelines.

This unit applies to all workers who may be required to provide an emergency response in a range of situations, including community and workplace settings.

Specific licensing /regulatory requirements relating to this competency, including requirements for refresher training should be obtained from the relevant national/state/territory Work Health and Safety Regulatory Authorities.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Respond to an emergency situation	1.1 Recognise an emergency situation 1.2 Identify, assess and minimise immediate hazards to health and safety of self and others 1.3 Assess the casualty and recognise the need for first aid response 1.4 Assess the situation and seek assistance from emergency response services
2. Apply appropriate first aid procedures	2.1 Perform cardiopulmonary resuscitation (CPR) in accordance with ARC guidelines 2.2 Provide first aid in accordance with established first aid principles 2.3 Display respectful behaviour towards casualty 2.4 Obtain consent from casualty where possible 2.5 Use available resources and equipment to make the casualty as comfortable as possible 2.6 Operate first aid equipment according to manufacturer’s instructions 2.7 Monitor the casualty’s condition and respond in accordance with first aid principles
3. Communicate details of the incident	3.1 Accurately convey incident details to emergency response services 3.2 Report details of incident to workplace supervisor as appropriate 3.3 Maintain confidentiality of records and information in line with statutory and/or organisational policies

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAID002 Provide basic emergency life support

Modification History

Release	Comments
Release 4	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 3	Updated mapping information. Changes to assessment requirements. Equivalent outcome.
Release 2	Minor corrections to formatting to improve readability. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria, changes to scope of unit. Changes to evidence requirements relative to revised scope of unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has completed the following tasks in line with state/territory regulations, first aid codes of practice, Australian Resuscitation Council (ARC) guidelines and workplace procedures:

Followed DRSABCD in line with ARC guidelines, including:

performed at least 2 minutes of uninterrupted single rescuer cardiopulmonary resuscitation (CPR) (5 cycles of both compressions and ventilations) on an adult resuscitation manikin placed on the floor

performed at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both compressions and ventilations) on an infant resuscitation manikin placed on a firm surface

responded appropriately in the event of regurgitation or vomiting

managed the unconscious breathing casualty

followed single rescue procedure, including the demonstration of a rotation of operators with minimal interruptions to compressions

followed the prompts of an Automated External Defibrillator (AED)

Responded to at least one simulated first aid scenario contextualised to the candidate’s workplace/community setting, including:

demonstrated safe manual handling techniques

provided an accurate verbal or written report of the incident

Applied first aid procedures for the following:

allergic reaction

anaphylaxis

bleeding control

choking and airway obstruction

respiratory distress, including asthma

shock

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

State/Territory regulations, first aid codes of practice and workplace procedures including:

ARC Guidelines relevant to provision of CPR and first aid

safe work practices to minimise risks and potential hazards

Infection control principles and procedures, including use of standard precautions

requirements for currency of skill and knowledge

legal, workplace and community considerations, including:

awareness of potential need for stress-management techniques and available support following an emergency situation

duty of care requirements

respectful behaviour towards a casualty

own skills and limitations

consent

privacy and confidentiality requirements

importance of debriefing

considerations when providing basic emergency life support, including:

airway obstruction due to body position

appropriate duration and cessation of CPR

appropriate use of an AED

chain of survival

standard precautions

principles and procedures for first aid management of the following scenarios:

allergic reaction

anaphylaxis

bleeding control

cardiac conditions, including chest pain

chocking and airway obstruction

respiratory distress, including asthma

shock

stroke

basic anatomy and physiology relating to:

considerations in provision of first aid for specified conditions

chest

how to recognise a person is not breathing normally

response/consciousness

upper airway and effect of positional change

Assessment Conditions

Skills must be demonstrated working individually in an environment that provides realistic in-depth, industry-validated scenarios and simulations to assess candidates’ skills and knowledge.

Assessment resources must include:

adult and infant resuscitation manikins in line with ARC Guidelines for the purpose of assessment of CPR procedures

adrenaline auto-injector training device

AED training device

placebo bronchodilator and spacer device

roller bandages

triangular bandage

workplace First Aid kit

workplace injury, trauma and/or illness record, or other appropriate workplace incident report form

wound dressing

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessor requirements

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition hold current first aid certificate HLTAID003 or higher.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAID003 Provide first aid

Modification History

Release	Comments
Release 6	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 5	Updated mapping information. Changes to assessment requirements. Equivalent outcome.
Release 4	Updated mapping information. Equivalent outcome.
Release 3	Updated mapping information.
Release 2	Minor corrections to formatting to improve readability. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria, changes to scope of unit. New evidence requirements for assessment. Removal of prerequisite unit.

Application

This unit describes the skills and knowledge required to provide a first aid response to a casualty. The unit applies to all workers who may be required to provide a first aid response in a range of situations, including community and workplace settings.

Specific licensing /regulatory requirements relating to this competency, including requirements for refresher training should be obtained from the relevant national/state/territory Work Health and Safety Regulatory Authorities.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Respond to an emergency situation	1.1 Recognise an emergency situation 1.2 Identify, assess and manage immediate hazards to health and safety of self and others 1.3 Assess the casualty and recognise the need for first aid response 1.4 Assess the situation and seek assistance from emergency response services
2. Apply appropriate first aid procedures	2.1 Perform cardiopulmonary resuscitation (CPR) in accordance with Australian Resuscitation Council (ARC) guidelines 2.2 Provide first aid in accordance with established first aid principles 2.3 Display respectful behaviour towards casualty 2.4 Obtain consent from casualty where possible 2.5 Use available resources and equipment to make the casualty as comfortable as possible 2.6 Operate first aid equipment according to manufacturer’s instructions 2.7 Monitor the casualty’s condition and respond in accordance with first aid principles
3. Communicate details of the incident	3.1 Accurately convey incident details to emergency response services 3.2 Report details of incident to workplace supervisor as appropriate 3.3 Maintain confidentiality of records and information in line with statutory and/or organisational policies
4. Evaluate the incident and own performance	4.1 Recognise the possible psychological impacts on self and other rescuers involved in critical incidents 4.2 Participate in debriefing to address individual needs

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAID003 Provide first aid

Modification History

Release	Comments
Release 6	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 5	Updated mapping information. Changes to assessment requirements. Equivalent outcome.
Release 4	Updated mapping information. Equivalent outcome.
Release 3	Updated mapping information.
Release 2	Minor corrections to formatting to improve readability. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria, changes to scope of unit. New evidence requirements for assessment. Removal of prerequisite unit.

Performance Evidence

e candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has completed the following tasks in line with state/territory regulations, first aid codes of practice, Australian Resuscitation Council (ARC) guidelines and workplace procedures:

Followed DRSABCD in line with ARC guidelines, including:

performed at least 2 minutes of uninterrupted single rescuer cardiopulmonary resuscitation (CPR) (5 cycles of both compressions and ventilations) on an adult resuscitation manikin placed on the floor

performed at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both compressions and ventilations) on an infant resuscitation manikin placed on a firm surface

responded appropriately in the event of regurgitation or vomiting

managed the unconscious breathing casualty

followed single rescue procedure, including the demonstration of a rotation of operators with minimal interruptions to compressions

followed the prompts of an Automated External Defibrillator (AED)

Responded to at least two simulated first aid scenarios contextualised to the candidate’s workplace/community setting, including:

conducted a visual and verbal assessment of the casualty

demonstrated safe manual handling techniques

post-incident debrief and evaluation

provided an accurate verbal or written report of the incident

Applied first aid procedures for the following:

allergic reaction

anaphylaxis

bleeding control

choking and airway obstruction

envenomation, using pressure immobilisation

fractures, sprains and strains, using arm slings, roller bandages or other appropriate immobilisation techniques

respiratory distress, including asthma

shock

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

State/Territory regulations, first aid codes of practice and workplace procedures including:

ARC Guidelines relevant to provision of CPR and first aid

safe work practices to minimise risks and potential hazards

infection control principles and procedures, including use of standard precautions

requirements for currency of skill and knowledge

legal, workplace and community considerations including:

awareness of potential need for stress-management techniques and available support following an emergency situation

duty of care requirements

respectful behaviour towards a casualty

own skills and limitations

consent

privacy and confidentiality requirements

importance of debriefing

considerations when providing first aid including:

airway obstruction due to body position

appropriate duration and cessation of CPR

appropriate use of an AED

chain of survival

standard precautions

how to conduct a visual and verbal assessment of the casualty

principles and procedures for first aid management of the following scenarios:

abdominal injuries

allergic reaction

anaphylaxis

basic care of a wound

bleeding control

burns

cardiac conditions, including chest pain

choking and airway obstruction

crush injuries

diabetes

dislocations

drowning

envenomation

environmental impact, including hypothermia, hyperthermia, dehydration and heat stroke

eye and ear injuries

fractures

febrile convulsions

head, neck and spinal injuries

minor skin injuries

needle stick injuries

poisoning and toxic substances

respiratory distress, including asthma

seizures, including epilepsy

shock

soft tissue injuries, including strains and, sprains

stroke

unconsciousness

basic anatomy and physiology relating to:

how to recognise a person is not breathing normally

chest

response/consciousness

upper airway and effect of positional change

considerations in provision of first aid for specified conditions

Assessment Conditions

Skills must be demonstrated working individually in an environment that provides realistic in-depth, industry-validated scenarios and simulations to assess candidates’ skills and knowledge.

Assessment resources must include:

adult and infant resuscitation manikins in line with ARC Guidelines for the purpose of assessment of CPR procedures

adrenaline auto-injector training device

AED training device

placebo bronchodilator and spacer device

roller bandages

triangular bandages

workplace First Aid kit

workplace injury, trauma and/or illness record, or other appropriate workplace incident report form for written reports

wound dressings

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessor requirements

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAID004 Provide an emergency first aid response in an education and care setting

Modification History

Release	Comments
Release 5	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 4	Updated mapping information. Changes to assessment requirements. Equivalent outcome.
Release 3	Minor corrections to formatting to improve readability. Equivalent outcome.
Release 2	Minor corrections to formatting to improve readability. Equivalent outcome.
Release 1	This new was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Application

This unit describes the skills and knowledge required to provide a first aid response to infants, children and adults.

The unit applies to educators and support staff working within an education and care setting who are required to respond to a first aid emergency, including asthmatic and anaphylactic emergencies.

This unit of competency may contribute towards approved first aid, asthma and anaphylaxis training under the Education and Care Services National Law, and the Education and Care Services National Regulations (2011).

Specific licensing requirements, including requirements for refresher training, should be obtained from the Australian Children’s Education and Care Quality Authority (ACECQA) and/or relevant state/territory Work Health and Safety Regulatory Authority.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Respond to an emergency situation	1.1 Recognise an emergency situation 1.2 Identify, assess and minimise immediate hazards to health and safety of self and others 1.3 Assess the casualty and recognise the need for first aid response 1.4 Assess the situation and seek assistance from emergency response services
2. Apply appropriate emergency first aid procedures	2.1 Perform cardiopulmonary resuscitation (CPR) in accordance with Australian Resuscitation Council (ARC) guidelines 2.2 Provide first aid in accordance with established first aid principles 2.3 Ensure casualty feels safe, secure and supported 2.4 Obtain consent from casualty, caregiver, registered medical practitioners or medical emergency services where possible 2.5 Use available resources and equipment to make the casualty as comfortable as possible 2.6 Operate first aid equipment according to manufacturer’s instructions 2.7 Monitor the casualty’s condition and respond in accordance with first aid principles
3. Communicate details of the incident	3.1 Accurately convey details of the incident to emergency response services 3.2 Report details of incident to supervisor 3.3 Complete relevant workplace documentation, including incident report form 3.4 Report details of incidents involving babies and children to parents and/or caregivers 3.5 Follow workplace procedures to report serious incidents to the regulatory authority 3.6 Maintain confidentiality of records and information in line with statutory and/or organisational policies
4. Evaluate the incident and own performance	4.1 Recognise the possible psychological impacts on self, other rescuers and children 4.2 Talk with children about their emotions and responses to events 4.3 Participate in debriefing with supervisor

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAID004 Provide an emergency first aid response in an education and care setting

Modification History

Release	Comments
Release 5	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 4	Updated mapping information. Changes to assessment requirements. Equivalent outcome.
Release 3	Minor corrections to formatting to improve readability. Equivalent outcome.
Release 2	Minor corrections to formatting to improve readability. Equivalent outcome.
Release 1	This new was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has completed the following tasks in line with state/territory regulations, first aid codes of practice, Australian Resuscitation Council (ARC) guidelines and workplace procedures:

Followed DRSABCD in line with ARC guidelines, including:

performed at least 2 minutes of uninterrupted single rescuer cardiopulmonary resuscitation (CPR) (5 cycles of both compressions and ventilations) on an adult resuscitation manikin placed on the floor

Performed at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both compressions and ventilations) on a child resuscitation manikin placed on the floor

performed at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both compressions and ventilations) on an infant resuscitation manikin placed on a firm surface

responded appropriately in the event of regurgitation or vomiting

managed the unconscious breathing casualty

followed single rescue procedure, including the demonstration of a rotation of operators with minimal interruptions to compressions

followed the prompts of an Automated External Defibrillator (AED)

Responded to at least three simulated first aid scenarios contextualised to the candidate’s workplace/community setting, and involving infants and children of varying ages including:

conducted a visual and verbal assessment of the casualty

demonstrated safe manual handling techniques

post-incident debrief and evaluation

provided an accurate verbal and written report of the incident

conducted a hazard assessment and identified strategies to minimise risk

Applied first aid procedures for the following:

allergic reaction

anaphylaxis

bleeding control

choking and airway obstruction

envenomation, using pressure immobilisation

fractures, sprains and strains, using arm slings, roller bandages or other appropriate immobilisation principles techniques

head injuries

poisoning

respiratory distress, including asthma

seizures & convulsions, including febrile convulsions and epilepsy

shock

Located and interpreted workplace policies and procedures

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

State/Territory regulations, first aid codes of practice and workplace procedures including:

ARC Guidelines for provision of CPR and first aid to infants, children and adults

guidelines from Australian national peak clinical bodies

safe work practices to minimise risks and potential hazards

first aid requirements for services under the Education and Care Services National Law

infection control principles and procedures, including use of standard precautions

requirements for currency of skill and knowledge

legal, workplace and community considerations, including:

awareness of potential need for stress-management techniques and available support following an emergency situation, including the psychological impact on children

duty of care requirements

respectful behaviour towards a casualty

own skills and limitations

consent, including situations in which parental/caregiver consent is required

privacy and confidentiality requirements

importance of debriefing

considerations when providing first aid including:

airway obstruction due to body position

appropriate duration and cessation of CPR

appropriate use of an AED, including placement of pads for adults and children aged older than 8 years

specific considerations when using an AED on children aged between 1 and 8 years, including identification of AED with paediatric capability, paediatric voltage and use of paediatric pads

chain of survival

standard precautions

how to conduct a visual and verbal assessment of the casualty

principles and procedures for application of first aid management of the following scenarios:

abdominal injuries

allergic reaction

anaphylaxis, including signs, symptoms and triggers and using different types of adrenaline auto injectors

asthma, including signs, symptoms and triggers and using different types of bronchodilators

basic care of a wound

bleeding control

burns

cardiac conditions, including chest pain

choking and airway obstruction

crush injuries

diabetes

dislocations

drowning

envenomation

environmental impact, including hypothermia, hyperthermia, dehydration and heat stroke

eye and ear injuries

febrile convulsions

fractures

head, neck and spinal injuries

minor skin injuries

needle stick injuries

poisoning and toxic substances

respiratory distress

seizures, including epilepsy

shock

soft tissue injuries, including sprains and strains

stroke

unconsciousness

basic anatomy and physiology relating to:

how to recognise a person is not breathing normally

chest

infant respiratory systems and implications for provision of CPR

basic anatomical differences between adults and children, and the implications for provision of first aid

normal clinical values for children

response/consciousness

upper airway and effect of positional change

Assessment Conditions

Skills must be demonstrated working individually in an environment that provides realistic in-depth, industry-validated scenarios and simulations to assess candidates’ skills and knowledge.

Assessment resources must include:

adult, child and infant resuscitation manikins in line with ARC Guidelines for the purpose of assessment of CPR procedures

AED training device

different types of training adrenalin auto-injector training devices (e.g. EpiPen and AnaPen)

different types of placebo bronchodilators and a spacer device

roller bandages

triangular bandages

workplace First Aid kit

workplace injury, trauma and/or illness record, or other appropriate workplace incident report form

wound dressings

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessor requirements

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAID005 Provide first aid in remote situations

Modification History

Release	Comments
Release 5	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 4	Updated mapping information. Changes to assessment requirements. Equivalent outcome.
Release 3	Updated mapping information. Equivalent outcome.
Release 2	Minor changes to formatting to improve readability.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the New Standards for Training Packages. Significant changes to elements and performance criteria, changes to scope of unit. New evidence requirements for assessment, including use of contextualised remote scenarios.

Application

This unit describes the skills and knowledge required to provide first aid response and emergency life support to a casualty in a remote and/or isolated situation.

The unit applies to workers who may be required to prepare for and provide a first aid response in locations beyond the reach of timely medical assistance.

Specific licensing /regulatory requirements relating to this competency, including requirements for refresher training should be obtained from the relevant national/state/territory Work Health and Safety Regulatory Authorities.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Respond to a remote emergency situation	1.1 Plan for isolated travel or work if required, accounting for expected contingencies 1.2 Recognise an emergency situation 1.3 Identify, assess and manage immediate hazards to health and safety of self and others 1.4 Assess the casualty and recognise the need for first aid response 1.5 Assess the situation and evaluate options for medical assistance 1.6 Evaluate options for transporting casualty or waiting for medical assistance in relation to environmental issues, risks, transport availability and casualty condition
2. Apply appropriate first aid procedures	2.1 Perform cardiopulmonary resuscitation (CPR) in accordance with Australian Resuscitation Council (ARC) guidelines 2.2 Provide first aid in accordance with established first aid principles 2.3 Display respectful behaviour towards casualty 2.4 Obtain consent from casualty where possible 2.5 Use available resources and equipment to make the casualty as comfortable as possible 2.6 Operate first aid equipment according to manufacturer’s instructions 2.7 Monitor the casualty’s condition and respond in accordance with first aid principles
3. Manage the incident	3.1 Seek assistance from others present to manage incident circumstances 3.2 Establish communication links with emergency response services and convey incident details 3.3 Report details of casualty condition, changes in condition, management and responses 3.4 Assist in the evacuation of the casualty by following directions given by emergency response services as required 3.5 Maintain confidentiality of records and information in line with statutory and/or organisational policies
4. Evaluate the incident and own performance	4.1 Recognise the possible psychological impacts on self and other rescuers involved in critical incidents 4.2 Participate in debriefing to address individual needs

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAID005 Provide first aid in remote situations

Modification History

Release	Comments
Release 5	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 4	Updated mapping information. Changes to assessment requirements. Equivalent outcome.
Release 3	Updated mapping information. Equivalent outcome.
Release 2	Minor changes to formatting to improve readability.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the New Standards for Training Packages. Significant changes to elements and performance criteria, changes to scope of unit. New evidence requirements for assessment, including use of contextualised remote scenarios.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has completed the following tasks in line with state/territory regulations, first aid codes of practice, Australian Resuscitation Council (ARC) guidelines and workplace procedures:

Followed DRSABCD in line with ARC guidelines, including:

performed at least 2 minutes of uninterrupted single rescuer cardiopulmonary resuscitation (CPR) (5 cycles of both compressions and ventilations) on an adult resuscitation manikin placed on the floor

performed at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both compressions and ventilations) on an infant resuscitation manikin placed on a firm surface

responded appropriately in the event of regurgitation or vomiting

managed the unconscious breathing casualty

followed single rescue procedure, including the demonstration of a rotation of operators with minimal interruptions to compressions

followed the prompts of an Automated External Defibrillator (AED)

Responded to at least three simulated first aid scenarios contextualised to the candidate’s remote and/or isolated situation:

demonstrated safe manual handling techniques

conducted a visual and verbal secondary survey assessment of the casualty

assessed vital signs, including respirations, pulse and temperature

post-incident debrief and evaluation

provided an accurate verbal and written report of the incident

Applied first aid response in a remote situation for the following:

allergic reaction

anaphylaxis

basic care of a wound

bleeding control

choking and airway obstruction

envenomation, using pressure immobilisation

environmental impacts, including hypothermia, hyperthermia, dehydration and heat stroke

fractures, sprains and strains, using arm slings, roller bandages or other appropriate immobilisation techniques

head, neck and spinal injuries, using immobilisation principles

respiratory distress, including asthma

shock

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

State/Territory regulations, first aid codes of practice and workplace procedures including:

ARC guidelines relevant to provision of CPR and first aid

safe work practices to minimise risks and potential hazards

infection control principles and procedures, including use of standard precautions

requirements for currency of skill and knowledge

legal, workplace and community considerations including:

awareness of potential need for stress-management techniques and available support following an emergency situation

duty of care requirements

respectful behaviour towards a casualty

own skills and limitations

consent

privacy and confidentiality requirements

importance of debriefing

considerations when providing first aid, including:

airway obstruction due to body position

appropriate duration and cessation of CPR

appropriate use of an AED

chain of survival

standard precautions

how to conduct a visual and verbal secondary survey assessment

assessment and interpretation of vital signs, including respirations, temperature and pulse

principles and procedures for first aid management of the following scenarios, contextualised to the candidate’s remote and/or isolated situation:

abdominal injuries

allergic reaction

anaphylaxis

basic care of a wound

bleeding control

burns

cardiac conditions, including chest pain

choking and airway obstruction

crush injuries

diabetes

dislocations

drowning

envenomation

environmental impact, including hypothermia, hyperthermia, dehydration and heat stroke

eye and ear injuries

febrile convulsions

fractures

head, neck and spinal injuries

minor skin injuries

needle stick injuries

poisoning and toxic substances

respiratory distress, including asthma

seizures, including epilepsy

shock

soft tissue injuries, including sprains and strains

stroke

unconsciousness

remote considerations in the provision of first aid, including:

typical hazards and strategies for preparing supplies to address contingencies

management options relating to transporting casualty, including aero-medical evacuation

how to identify and prepare areas for safe evacuation, including aero-medical evacuation

how and when to access emergency response services

communication systems, equipment and methods available in remote situations

priorities of management in first aid when dealing with life-threatening conditions

specific considerations contextualised to alpine, desert, marine, rural/remote settings and tropical environments

basic anatomy and physiology relating to:

how to recognise a person is not breathing normally

chest

response/consciousness

upper airway and effect of positional change

considerations in provision of first aid for specified conditions, including specific considerations for remote settings

Assessment Conditions

Skills must be demonstrated working individually in an environment that provides realistic in-depth, industry-validated scenarios and simulations to assess candidates’ skills and knowledge.

Assessment resources must include:

adult and infant resuscitation manikins in line with ARC Guidelines for the purpose of assessment of CPR procedures

adrenaline auto-injector training device

AED training device

placebo bronchodilator and spacer device

roller bandages

thermometer

triangular bandages

workplace First Aid kit suitable for remote locations

workplace injury, trauma and/or illness record, or other appropriate workplace incident report form

wound dressings

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessor requirements

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAID006 Provide advanced first aid

Modification History

Release	Comments
Release 5	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 4	Updated mapping information. Changes to assessment requirements. Equivalent outcome.
Release 3	Updated mapping information. Equivalent outcome.
Release 2	Minor changes to formatting to improve readability.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria, changes to scope of unit. Removal of embedded content from HLTFA412A Apply First Aid. New evidence requirements for assessment. Removal of pre-requisite unit.

Application

This unit describes the skills and knowledge required to provide an advanced first aid response, including management of the incident and other first aiders, until the arrival of medical or other assistance.

The unit applies to workers who may be required to provide, coordinate and manage a first aid response across a range of complex situations, including community and workplace settings.

Specific licensing /regulatory requirements relating to this competency, including requirements for refresher training should be obtained from the relevant national/state/territory Work Health and Safety Regulatory Authorities.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Respond to an emergency situation	1.1 Recognise an emergency situation 1.2 Identify, assess and manage immediate hazards to health and safety of self and others 1.3 Assess the casualty and recognise the need for first aid response 1.4 Assess the situation and seek assistance from emergency response services 1.5 Deploy resources to appropriate locations as required in line with workplace procedures
2. Apply appropriate first aid procedures	2.1 Perform cardiopulmonary resuscitation (CPR) in accordance with Australian Resuscitation Council (ARC) guidelines 2.2 Provide first aid in accordance with established first aid principles 2.3 Display respectful behaviour towards casualty 2.4 Obtain consent from casualty where possible 2.5 Use available resources and equipment to make the casualty as comfortable as possible 2.6 Operate first aid equipment according to manufacturer’s instructions 2.7 Monitor the casualty’s condition and respond in accordance with first aid principles
3. Coordinate first aid activities until arrival of medical assistance	3.1 Identify available resources required and establish communication links with appropriate personnel, emergency management services and medical assistance as appropriate 3.2 Deploy correct amount of required resources to appropriate locations in an effective manner to ensure timely arrival 3.3 Document the provision of resources and recommend modifications as required 3.4 Monitor the condition of casualties in accordance with first aid principles and workplace procedures 3.5 Coordinate evacuation of casualties according to relevant evacuation procedures 3.6 Arrange support services for personnel involved in the incident in accordance with relevant principles and procedures
4. Communicate details of the incident	4.1 Accurately convey incident details to emergency response services 4.2 Report details of incident in line with organisational policies 4.3 Maintain confidentiality of records and information in line with statutory and/or organisational policies
5. Evaluate the incident and own performance	5.1 Recognise the possible psychological impacts on self and other rescuers involved in critical incidents 5.2 Participate in debriefing to address individual needs 5.3 Evaluate management of the incident and develop an action plan in consultation with relevant parties 5.4 Review contingency planning to identify and select alternative management principles and procedures as required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAID006 Provide advanced first aid

Modification History

Release	Comments
Release 5	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 4	Updated mapping information. Changes to assessment requirements. Equivalent outcome.
Release 3	Updated mapping information. Equivalent outcome.
Release 2	Minor changes to formatting to improve readability.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria, changes to scope of unit. Removal of embedded content from HLTFA412A Apply First Aid. New evidence requirements for assessment. Removal of pre-requisite unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has completed the following tasks in line with state/territory regulations, first aid codes of practice, Australian Resuscitation Council (ARC) guidelines and workplace procedures:

followed DRSABCD in line with ARC guidelines, including:

performed at least 2 minutes of uninterrupted single rescuer cardiopulmonary resuscitation (CPR) (5 cycles of both compressions and ventilations) on an adult resuscitation manikin placed on the floor

performed at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both compressions and ventilations) on an infant resuscitation manikin placed on a firm surface

performed at least 2 minutes of Bag-valve-mask ventilation and at least 2 minutes of compression during a two rescuer procedure on an adult resuscitation manikin placed on the floor

responded appropriately in the event of regurgitation or vomiting

managed the unconscious breathing casualty

followed the prompts of a Automated External Defibrillator (AED)

followed single rescue procedure, including the demonstration of a rotation of operators with minimal interruptions to compressions

responded to at least three simulated first aid scenarios contextualised to the candidate’s workplace/community setting, including:

demonstrated safe manual handling techniques

conducted a visual and verbal secondary survey assessment of the casualty

assessed vital signs (respirations, pulse and temperature)

communicated effectively with a first aid team providing direction and coordination of other first aiders

post-incident debrief and evaluation

provided an accurate verbal and written report of the incident

applied first aid procedures for the following:

allergic reaction

anaphylaxis

bleeding control

choking and airway obstruction

conducted a basic triage for multiple casualty incident

envenomation (using pressure immobilisation)

fractures, sprains and strains (using arm slings, roller bandages or other appropriate immobilisation principles)

head, neck and spinal injuries (using immobilisation principles)

respiratory distress - including asthma

seizures - including epilepsy

shock

located and interpreted workplace policies and procedures

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

State/Territory regulations, first aid codes of practice and workplace procedures including:

ARC guidelines relevant to provision of CPR and first aid

guidelines of Australian national peak clinical bodies

safe work practices to deal with risks and potential hazards including manual handling, hazardous substances, dangerous goods and chemicals

infection control principles and procedures, including use of standard precautions

requirements for currency of skill and knowledge

legal, workplace and community considerations including:

awareness of potential need for stress-management techniques and available support following an emergency situation

capabilities of emergency management services

consent

duty of care requirements

importance of debriefing

own skills and limitations

legal requirements of administration of medication and the rights and responsibilities of the First Aider in the workplace regarding medication

privacy and confidentiality requirements

respectful behaviour towards a casualty

considerations when providing first aid including:

airway obstruction due to body position

appropriate duration and cessation of CPR

appropriate use of an AED

assessment and interpretation of vital signs, including respirations, temperature and pulse

chain of survival

how to conduct a visual and verbal secondary survey assessment of casualty

priorities of management in first aid when dealing with life-threatening conditions

procedures for dealing with casualties who are aged or infirmed

procedures for dealing with major and minor accidents in the workplace

procedures when providing first aid to children

standard precautions

principles and procedures for first aid management of the following scenarios, including complications:

abdominal injuries

allergic reaction

anaphylaxis

basic care of a wound

bleeding control

burns, including thermal, chemical, friction and electrical

cardiac conditions, including chest pain

choking and airway obstruction

crush injuries

diabetes

drowning

emergency childbirth

envenomation

environmental impact including hypothermia, hyperthermia, dehydration and heat stroke

eye and ear injuries

febrile convulsions

head, neck and spinal injuries

levels of consciousness

needle stick injuries

poisoning and toxic substances

respiratory distress, including asthma

seizures, including epilepsy

shock

skin injuries

soft tissue musculoskeletal, including injuries including sprains, strains, dislocations and fractures

stroke

substance misuse, including common drugs and alcohol, including illicit drugs

basic anatomy and physiology relating to:

how to recognise a person is not breathing normally

chest, skeleton, joints and muscles

response/level of consciousness

upper airway and effect of positional change

considerations in provision of first aid for specified conditions

Assessment Conditions

Skills must be demonstrated working individually in an environment that provides realistic in-depth, industry-validated scenarios and simulations to assess candidates’ skills and knowledge.

Assessment resources must include:

adult and infant resuscitation manikins in line with ARC Guidelines for the purpose of assessment of CPR procedures

adrenaline auto-injector training device

AED training device.

bag-valve-mask

eye patch

placebo bronchodilator and spacer device

roller bandages

thermometer

triangular bandages

workplace first Aid kit

workplace injury, trauma and/or illness record, or other appropriate workplace incident report form

wound dressings

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessor requirements

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAID007 Provide advanced resuscitation

Modification History

Release	Comments
Release 5	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 4	Updated mapping information. Changes to assessment requirements. Equivalent outcome.
Release 3	Updated mapping information. Equivalent outcome
Release 2	Updated mapping information.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria, changes to scope of unit. Removal of embedded content from HLTFA404C. Removal of analgesic gases. New evidence requirements for assessment. Removal of prerequisite unit.

Application

This unit describes the skills and knowledge required to use specialised equipment in the provision of resuscitation in line with the Australian Resuscitation Council (ARC) guidelines.

This unit applies to workers who may be required to use specialised equipment to provide resuscitation in a range of complex situations, include community and workplace settings.

Specific licensing requirements relating to this competency, including requirements for refresher training, should be obtained from the relevant state/territory Work Health and Safety Regulatory Authority.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Respond to an emergency situation	1.1 Recognise an emergency situation 1.2 Identify, assess and manage immediate hazards to health and safety of self and others 1.3 Assess the casualty and recognise the need for advanced resuscitation response 1.4 Assess the situation and seek assistance from emergency response services where required
2. Perform advanced resuscitation	2.1 Perform cardiopulmonary resuscitation (CPR) in accordance with ARC guidelines 2.2 Provide supplemental oxygen 2.3 Display respectful behaviour towards casualty 2.4 Obtain consent from casualty where possible 2.5 Use available resources and equipment to make the casualty as comfortable as possible 2.6 Monitor casualty condition and rectify issues preventing adequate treatment
3. Communicate details of the incident	3.1 Accurately convey incident details to emergency response services 3.2 Report details of incident in line with organisational policies 3.3 Maintain confidentiality of records and information in line with statutory and/or organisational policies
4. Evaluate the incident and own performance	4.1 Recognise the possible psychological impacts on self and other rescuers involved in critical incidents 4.2 Participate in debriefing to address individual needs 4.3 Check, maintain and clean equipment ready for future use

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAID007 Provide advanced resuscitation

Modification History

Release	Comments
Release 5	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 4	Updated mapping information. Changes to assessment requirements. Equivalent outcome.
Release 3	Updated mapping information. Equivalent outcome
Release 2	Updated mapping information.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria, changes to scope of unit. Removal of embedded content from HLTFA404C. Removal of analgesic gases. New evidence requirements for assessment. Removal of prerequisite unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

The demonstrated evidence is performed in line within state/territory regulations, first aid codes of practice, Australian Resuscitation Council (ARC) guidelines and workplace procedures.

Followed DRSABCD in line with ARC guidelines, including:

performed at least 2 minutes of uninterrupted single rescuer cardiopulmonary resuscitation (CPR) (5 cycles of both compressions and ventilations) on an adult resuscitation manikin placed on the floor

performed at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both compressions and ventilations) on an infant resuscitation manikin placed on a firm surface

performed at least 2 minutes of bag-valve-mask ventilation and at least 2 minutes of compression on an adult resuscitation manikin placed on the floor

responded appropriately in the event of regurgitation or vomiting

managed the unconscious breathing casualty

followed the prompts of an Automated External Defibrillator (AED)

followed single rescue procedure, including the demonstration of a rotation of operators with minimal interruptions to compressions

conducted a visual and verbal secondary survey assessment of the casualty

assessed vital signs (respirations, pulse and temperature)

responded to at least three simulated first aid scenarios contextualised to the candidate’s workplace/community setting, including:

demonstrated safe manual handling techniques

clearing the airway using a suction device

post-incident debrief and evaluation

provided an accurate verbal and written report of the incident

selected and inserted an oropharyngeal airway adjunct

administered oxygen to an unconscious/conscious casualty, including:

selected and prepared correct oxygen equipment

administered oxygen safely at correct flow rate

monitored and coordinated maintenance of resuscitation equipment

dismantling

storage

disposal

cleaning and decontamination

checking and diagnosis of faults

located and interpreted workplace policies and procedures

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

State/Territory regulations, first aid codes of practice and workplace procedures including:

ARC guidelines relevant to provision of CPR

guidelines of Australian national peak clinical bodies

safe work practices to deal with risks and potential hazards including manual handling, hazardous substances, dangerous goods and chemicals

infection control principles and procedures, including use of standard precautions

requirements for currency of skill and knowledge

legal, workplace or community considerations including:

awareness of potential need for stress-management techniques and available support following an emergency situation

capabilities of emergency management services

consent

duty of care requirements

importance of debriefing

legal requirements of administration of medication and the rights and responsibilities of the First Aider in the workplace regarding medication

own skills and limitations

privacy and confidentiality requirements

respectful behaviour towards a casualty

considerations when performing resuscitation including:

airway obstruction due to body position

appropriate duration and cessation of CPR

appropriate use of an AED

assessment and interpretation of vital signs (respirations, temperature and pulse)

benefits, contraindications and complications with the use of an oropharyngeal airway

chain of survival

how to conduct a visual and verbal secondary survey assessment

standard precautions

considerations when providing supplementary oxygen, including:

benefits, contraindications and complications of providing oxygen to a casualty and of providing suction during the application of advanced resuscitation techniques

complications with the use of a bag-valve-mask device and suitable strategies to minimise these

selection and operation of oxygen masks and other appropriate delivery devices

basic anatomy, physiology and toxicology as it relates to the provision of advanced resuscitation, including:

basic electrical activity associated with normal and abnormal heart rhythm

how to recognise a person is not breathing normally

relevant organs of the cardio pulmonary system and their operation

response/level of consciousness

upper airway and effect of positional change

methods for cleaning, replenishing, recharging and maintaining resuscitation and oxygen equipment including:

actions to rectify problems

procedures to ensure operational readiness

storage, cleaning, decontamination and safe disposal of consumables

troubleshooting to identify minor and major faults

Assessment Conditions

Skills must be demonstrated working individually in an environment that provides realistic in-depth, industry-validated scenarios and simulations to assess candidates’ skills and knowledge.

Assessment resources must include:

adult and infant resuscitation manikins in line with ARC Guidelines for the purpose of assessment of CPR procedures

airway model suitable for insertion of an oropharyngeal airway

Automated External Defibrillator (AED) training device.

bag-valve-mask

oropharyngeal airway adjunct

oxygen resuscitation system with oxygen cylinder

selection of oxygen masks with tubing; nasal cannula, therapy mask, resuscitation mask with oxygen port

thermometer

suction device

workplace incident, injury, trauma or illness record or other appropriate workplace incident report form.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessor requirements

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAID008 Manage first aid services and resources

Modification History

Release	Comments
Release 3	Updated mapping information.
Release 2	Updated mapping information.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the New Standards for Training Packages. Significant changes to elements and performance criteria, changes to scope of unit. Removal of all embedded material from HLTFA404C and HLTFA412A. New evidence requirements for assessment. Removal of prerequisite unit

Application

This unit describes the skills and knowledge required to establish, maintain and facilitate the provision of appropriate first aid in the workplace.

The unit applies to workers in nominated occupational first aid or management roles.

Specific licensing requirements relating to this competency, including requirements for refresher training, should be obtained from the relevant state/territory Work Health and Safety Regulatory Authority.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Determine workplace first aid requirements	1.1 Identify workplace hazards and assess associated risks as a basis for determining first aid resource requirements 1.2 Identify first aid equipment, resources and personnel required to address workplace requirements 1.3 Develop first aid action plans in consultation with relevant parties 1.4 Provide information to encourage risk minimisation and enable access to first aid facilities
2. Establish and maintain workplace first aid facilities	2.1 Monitor and maintain availability of first aid equipment, resources and personnel to support workplace first aid response 2.2 Conduct regular inspections of stock and equipment to ensure currency and operational readiness in line with workplace requirements 2.3 Ensure equipment is recovered and reprocessed and that waste is disposed of safely according to legislative and workplace procedures 2.4 Ensure equipment and resources are stored and maintained in line with relevant legislation and manufacturer’s/supplier’s instructions 2.5 Deploy appropriate equipment, resources and personnel to ensure timely and effective first aid response in line with workplace requirements
3. Maintain workplace first aid records	3.1 Ensure documentation is completed as required according to legislation and workplace procedures 3.2 Maintain first aid records in line with legislative requirements and workplace security practices 3.3 Send relevant documents to appropriate bodies in line with workplace and legislative requirements 3.4 Maintain confidentiality of records and information in line with privacy principles and statutory and/or organisational policies
4. Review the provision of first aid in the workplace	4.1 Participate in debriefing/evaluation to improve future operations and address individual needs 4.2 Evaluate management of workplace first aid incidents in relation to required resources, personnel, current organisational procedures and individual first aid action plans 4.3 Contribute to the review of workplace policies and procedures in accordance with risk assessment and evaluation of first aid provision

Foundation Skills

The Foundation Skills described those required skills (language, literacy and numeracy) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAID008 Manage first aid services and resources

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the New Standards for Training Packages. Significant changes to elements and performance criteria, changes to scope of unit. Removal of all embedded material from HLTFA404C and HLTFA412A. New evidence requirements for assessment. Removal of prerequisite unit

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has completed the following tasks at least once in line with State/Territory regulations, first aid codes of practice, Australian Resuscitation Council (ARC) guidelines and workplace procedures:

conducted a workplace risk assessment

developed a first aid response plan including strategies for management of incidents

used a first aid checklist to service a workplace first aid kit for supplies’ replacement and equipment maintenance

maintained first aid equipment and resources according to manufacturer’s instructions

used and maintained documentation required by the workplace and regulatory authorities.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

state/territory regulations, first aid codes of practice and workplace procedures including:

workplace requirements for first aid provision in line with the relevant state/territory Work Health and Safety requirements

duty of care in relation to first aid provision

safe work practices to deal with risks and potential hazards including manual handling, hazardous substances, dangerous goods and chemicals

infection control principles and procedures, including use of standard precautions based on incident

requirements for currency of skill and knowledge

legal, workplace or community issues relating to the provision of CPR including:

awareness of potential need for stress-management techniques and available support following an emergency situation

consent

capabilities of emergency management services

privacy and confidentiality requirements

importance of debriefing.

Assessment Conditions

Skills must be demonstrated:

in a workplace environment that provides realistic in-depth, industry-validated scenarios and simulations to assess candidates’ skills and knowledge.

Assessment resources must include:

first aid equipment such as:

first aid kit and contents checklist

an incident report form

relevant state/territory Work Health and Safety First Aid Code of Practice.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment, including workplace resources required by the relevant state/territory Work Health and Safety Regulatory Authority.

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAIN001 Assist with nursing care in an acute care environment

Modification History

Release	Comments
Release 2	This version was released in HLT Health Training Package release 3.0. Amended bullet point error in performance evidence.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removed pre-requisites. Minimum work hours added. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to provide nursing care assistance in an acute care environment.

This unit applies to the provision of direct care activities to clients according to the nursing care plan and under the direction and supervision of a registered nurse.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assist with the delivery of nursing care to clients in an acute care environment	1.1 Implement aspects of nursing care to support client needs according to nursing care plan and as delegated by a registered nurse 1.2 Assist in completing assessment tools and collecting clinical data as delegated by a registered nurse 1.3 Use appropriate equipment and procedures when collecting client clinical data 1.4 Identify client preferences when collecting information to be considered in the development of nursing care plan 1.5 Inform client of the purpose of information and data being sought and gain feedback on their understanding 1.6 Inform client of the purpose of any procedure or activity and gain feedback on their understanding 1.7 Seek and obtain client consent prior to seeking any information or providing any procedure or activity 1.8 Communicate with clients in a manner and pace that meets their needs 1.9 Report relevant information, including changes in client condition, to a registered nurse 1.10 Carry out any procedure or activity according to safe work practices
2. Support the client to meet personal care needs in an acute care environment	2.1 Provide support, assistance and technical care according to the nursing care plan and appropriate protocols in order to meet activities of daily living 2.2 Use appropriate equipment and aids when providing assistance and support 2.3 Report any difficulties in providing client support and assistance to a registered nurse 2.4 Provide information to clients to assist them to meet their personal care needs in an appropriate manner and pace 2.5 Maintain the confidentiality, privacy and dignity of clients within appropriate protocols
3. Work in a team environment	3.1 Work with colleagues, with consideration of team and group dynamics 3.2 Report clinical data accurately and within a timely fashion to colleagues in a health care team
4. Work effectively under supervision	4.1 Carry out work instructions within agreed time frame 4.2 Seek clarification from an appropriate person if required to complete work instructions 4.3 Refer difficulties experienced carrying out work instructions to a registered nurse

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAIN001 Assist with nursing care in an acute care environment

Modification History

Release	Comments
Release 2	This version was released in HLT Health Training Package release 3.0. Amended bullet point error in performance evidence.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removed pre-requisites. Minimum work hours added. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

assisted with nursing care for a minimum of 3 clients, 1 in a simulated environment and 2 in the workplace, over a range of different situations (including venue, time, patient conditions) according to a client care plan and direction of a registered nurse. This includes the following for each client:

working in a manner that respects the dignity of clients

providing support in the following activities of daily living, including:

washing

showering

dressing/undressing

oral health

grooming and hair

eye and nail care

toileting

eating and drinking

using relevant equipment and following procedures for collecting client clinical data which must include:

taking and recording temperature

taking and recording pulse rate

taking and recording respiratory rate

taking and recording blood pressure

taking and recording blood glucose level

recording intake and output on fluid balance chart and/or food chart

measuring and recording weight

collecting urine, sputum or faecal specimen

recognising changes in consciousness

using simple technical skills to perform the following activities at least 3 times, which can be in a simulated environment or in the workplace:

shallow wound care that requires cleansing but does not require packing

catheter care, not including insertion or removal of tubes

application of anti-thrombosis stockings

assistance with breathing devices, under the direct supervision of a health professional

performed the activities outlined in the performance criteria of this unit during a period of at least 80 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

fundamental anatomy and physiology required for scope of role

relevant policies, protocols and practices of the organisation and care programs and plans which may include:

purpose of continence programs and knowledge of continence aids

causes of loss of skin integrity, implications for the client and processes to maintain skin integrity

personal care

infection control procedures

working effectively and following instructions

legal and ethical considerations:

codes of conduct

dignity of risk

duty of care

human rights

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

work health and safety (WHS), including manual handling

procedures and requirements for the collection of clinical data from clients

common equipment and aids utilised in the delivery of personal care

the application of prostheses

principles and practices associated with supporting and assisting clients to meet personal care needs

Assessment Conditions

The following aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in an acute care workplace:

assisted with nursing care according to a client care plan and direction of a registered nurse

The following conditions must be met for this unit:

client care plan/pathways

equipment and aids required in the nursing care plan

relevant assessment tools

mobility and personal care equipment and aids

client records and documentation

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, be a registered nurse with current registration with the Australian Health Practitioner Regulatory Authority (AHPRA).

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAIN002 Provide non-client contact support in an acute care environment

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to provide a range of non-client contact support to a nursing team delivering nursing care in an acute care environment.

This unit applies to workers who support the nursing care team under the direction and supervision of a registered nurse in an acute care setting.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Comply with the workplace information protocols of an acute care environment	1.1 Carry out work with an understanding of the purpose of health records 1.2 Comply with organisation security and confidentiality requirements 1.3 Respond promptly to inquiries and requests according to organisation procedures
2. Collect, process and maintain accurate records in an acute care environment	2.1 Prepare workplace forms, documentation and reports that are clear, concise and factual in accordance with legal and organisation requirements 2.2 Use business equipment and technology to obtain and process information according to organisation requirements 2.3 Update, modify and file client health records and documentation according to organisation requirements 2.4 Collate and dispatch information according to specific timeframes and organisation requirements 2.5 Store records and information according to organisation protocols and procedures
3. Support equipment requirements in an acute care environment	3.1 Consult with nursing care team and reference material to determine equipment needs 3.2 Select equipment appropriate to the task and according to equipment requirements, organisation protocols and procedures and manufacturers’ guidelines 3.3 Organise equipment within agreed timeframes 3.4 Deal with issues and problems associated with the operation of equipment according to organisation protocols 3.5 Clean and store equipment safely and according to organisation procedures and manufacturer specifications

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAIN002 Provide non-client contact support in an acute care environment

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

provided non-client contact support to at least 1 nursing team in an acute setting:

accurately completing workplace forms, client health records and other documents required by the nursing team on at least 6 occasions

selecting, cleaning and storing at least 3 different types of equipment relevant to the needs of the nursing team

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

record keeping, filing systems and security procedures for the acute care environment

the organisation’s business and structure

organisation policies and procedures related to:

collecting and processing information

infection control

Legal and ethical considerations for working in an acute environment, including:

privacy, confidentiality and disclosure

work role boundaries – responsibilities and limitations

work health and safety (WHS)

equipment requirements of an acute care environment, including:

positioning aids and patient movement equipment

medical gases/cylinders (fixed and portable) and their accessories

suction units and their accessories

vital signs equipment

emergency equipment

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

The following conditions must be met for this unit:

client care plan/pathways

equipment requirements outlined in the care plan

infection control procedures

business equipment and technology for obtaining and processing workplace documentation

workplace forms and storing equipment

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition be a registered nurse with current registration with the Australian Health Practitioner Regulatory Authority (AHPRA).

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAMB001 Follow procedures for routine safe removal of patient

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLTAMBAE403D Follow procedures for routine safe removal of client. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Application

This unit describes the knowledge and skills required to ensure safe removal of the patient under routine conditions as part of emergency work where patients are not anticipated to have an immediate life threatening injury, illness or condition.

This unit applies to pre-hospital/out-of-hospital health care workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess non-emergency situation in relation to safe removal of the patient	1.1 Survey scene and assess condition of patient in relation to procedures necessary for safe removal of patient 1.2 Formulate plan based on assessment of all factors and with patient’s condition and welfare as the prime concerns 1.3 Identify additional resources for safe removal of patient, as required, based on assessment of the situation
2. Implement procedures for safe removal of the patient	2.1 Obtain any resources necessary for the safe removal of the patient 2.2 Implement plan to ensure safety of patient and workers’ welfare 2.3 Negotiate with colleagues and patient to maintain safe movement of the patient according to relevant Commonwealth legislation and State/Territory legislation, including for work health and safety 2.4 Ensure actions are performed and documented according to established clinical guidelines/protocols
3. Monitor removal procedure	3.1 Constantly monitor removal procedure with reference to needs, condition and safety of the patient and workers 3.2 Communicate with patient and monitor their welfare and any other factors impacting the safe movement of the patient 3.3 Evaluate and modify removal procedure as necessary to ensure ongoing safety of patient and workers

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAMB001 Follow procedures for routine safe removal of patient

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLTAMBAE403D Follow procedures for routine safe removal of client. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	performed 2 routine extrications of a patient including:

-	analysing and making decisions that ensured patient welfare

-	conducting risk assessment and identifying hazards

-	applying the correct and safe lifting and manual handling techniques

-	using available resources and various types of appropriate equipment

•	used interpersonal skills while working with other workers and patient during safe egress.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

•	workplace health and safety (WHS) policies and procedures relevant to the movement of patients

•	patient care requirements under a range of circumstances involving movement of patient

•	correct use of relevant equipment

•	potential for adaptation of available resources

•	factors that may affect safety and welfare of patient and crew.

Assessment Conditions

Skills and knowledge must be demonstrated in a workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAMB002 Implement safe access and egress in an emergency

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged with HLTAMBAE501D / HLTAMBAE504D Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Application

This unit describes the knowledge and skills required to implement specialised procedures necessary to overcome major obstacles and to provide safe access and egress at the scene of an incident. The unit requires an individual to respond to situations that stretch resources and ingenuity beyond the requirements of routine procedures and may require use of specialised equipment.

This unit applies to pre-hospital/out-of-hospital health care workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess emergency situation in relation to safe access and egress	1.1 Obtain information relevant to the situation on or before arrival 1.2 View situation to identify and mitigate dangers according to established clinical guidelines/protocols 1.3 Assess condition of the patient 1.4 Identify accurately obstacles impacting safe access and egress 1.5 Formulate access and egress plan based on an assessment of all factors associated with the situation or incident in line with Commonwealth legislation, State/Territory legislation and emergency management arrangements 1.6 Formulate and prioritise access and egress plan based on the main concerns of patient welfare and safety of all workers 1.7 Assess equipment and worker’s needs based on an assessment of all factors associated with the situation or incident, and with patient and worker welfare as the prime concern 1.8 Determine the need for specialised knowledge, workers or equipment in line with the needs of the situation or incident and considering patient care and welfare
2. Represent the organisation during a situation or incident in the community	2.1 Represent the organisation’s position on particular issues in a way that acknowledges community concerns and promotes community awareness 2.2 Ensure communication and presentation to the public enhances the organisation’s public image
3. Implement procedure to enable safe access and egress	3.1 Request or arrange for additional or specialised workers and equipment according to the assessed need 3.2 Implement access and egress plan using equipment and workers necessary to ensure safe access and egress, and patient welfare 3.3 Negotiate and maintain means of safe access and egress according to relevant Commonwealth and State/Territory legislation including workplace health and safety Acts, and according to established clinical guidelines/protocols 3.4 Ensure actions are according to established clinical guidelines/protocols 3.5 Use available resources in an appropriate manner to achieve safe access and egress, and patient welfare
4. Evaluate access and egress procedure in an emergency situation	4.1 Monitor progress of access and egress constantly to ensure welfare of the patient and safety of workers 4.2 Monitor patient constantly to detect any change in condition 4.3 Modify access and egress plan as necessary to ensure safety and the welfare of the patient 4.4 Identify and arrange for additional resources as necessary to complete procedure 4.5 Address barriers to safe access and egress as they arise

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAMB002 Implement safe access and egress in an emergency

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged with HLTAMBAE501D / HLTAMBAE504D Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	implemented 4 non-routine extrications including:

-	analysing the scene and developing access and egress plans, recognising that the welfare of the patient, workers and bystanders is paramount

-	communicating the plan to patient, colleagues and/or other emergency workers at the scene

-	amending original plan as situation dictates

-	achieving access and egress in difficult environments when given limited equipment, and using equipment as the situation dictates

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

•	policies and procedures relating to access and egress including:

-	organisation policies and procedures

-	Commonwealth legislation and State/Territory legislation

-	established clinical guidelines and protocols

-	work health and safety

•	dangers associated with various hazardous situations, and the response agency for hazard control

•	patient care under circumstances requiring complex access and egress procedures

•	relevant equipment and its uses, including specialist equipment for hazardous versus a routine situation

•	factors which may affect safe access and egress and patient welfare such as decision making guidelines for extrication versus delivery of immediate patient care.

Assessment Conditions

Skills and knowledge must be demonstrated in a workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAMB003 Transport emergency patients

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removal of pre-requisites Supersedes HLTAMBT402C.

Application

This unit describes the skills and knowledge required to transport patients and other appropriate workers to and from a health care facility or service under emergency circumstances. The unit includes skills for loading, driving and unloading a vehicle safely, and for checking vehicles and equipment in order to restock and remedy faults.

This unit applies to pre-hospital/out-of-hospital health care workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare and check vehicle and equipment	1.1 Check vehicle and equipment systematically and comprehensively based on local vehicle checklist or inventory 1.2 Conduct vehicle checks on a regular basis according to organisation procedures to ensure serviceability of vehicle and equipment 1.3 Ensure interior and exterior cleanliness of vehicle in accordance with organisation policies and procedures on the minimisation of infection risk to both non-emergency workers and patients 1.4 Maintain vehicle operating stock to acceptable minimum and maximum levels 1.5 Maintain vehicle and equipment according to established clinical guidelines/protocols
2. Ensure faults in vehicle and equipment are remedied	2.1 Identify and report general nature of faults, and liaise with organisation to remedy faults 2.2 Assess risk of further damage to malfunctioning vehicle or equipment against patient care priorities and communicate decisions to appropriate workers 2.3 Rectify minor faults where possible 2.4 Establish need for additional or replacement resources and communicate to appropriate workers
3. Convey and receive information relating to emergency transport	3.1 Establish and maintain communication with control centre according to established clinical guidelines/protocols 3.2 Notify appropriate receiving facility according to established clinical guidelines/protocols.
4. Load, unload and secure patient and equipment for emergency transportation	4.1 Remove patients from scene in a manner consistent with relevant Acts, regulations and according to established clinical guidelines and protocols 4.2 Conduct loading and unloading smoothly, consistent with safe work practices and according to established clinical guidelines and protocols 4.3 Ensure patient’s illness or injury is not exacerbated by unnecessary movement during loading and unloading 4.4 Organise and secure equipment in accordance with relevant Australian Standards, Acts and regulations and according to established clinical guidelines/protocols
5. Transport patient under emergency conditions	5.1 Drive vehicle in a manner that avoids exacerbation of patient’s condition 5.2 Drive vehicle recognising hazards and negotiating hazards at low risk in accordance with legal requirements governing emergency vehicles 5.3 Choose appropriate route to receiving facility according to distance, time, travel and terrain 5.4 Establish and maintain communication as required between driver and patient care officer to ensure safe transport and effective patient care

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAMB003 Transport emergency patients

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removal of pre-requisites Supersedes HLTAMBT402C.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	checked the safety of transport vehicle and safely transported 3 emergency patients under operational conditions including:

-	loading and unloading

-	performing driving skills suited to specific situations and the case being attended

-	assessing and analysing available driving routes and available resources

-	making decisions that ensure the efficient and safe driving of vehicles under different operational conditions for safe transport of emergency patients.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

•	methods of loading and unloading patients under life-threatening conditions

•	organisation policy and procedures related to vehicle being used for transportation, equipment in vehicle and vehicle checks

•	relevant Acts, regulations and organisation policies and procedures related to transport of patients including:

-	handling, lifting and transport of patients

-	care and restraint of patient during transportation

-	patient care during transportation

-	road rules in accordance with the State/Territory regulations when driving emergency vehicles

•	use of communications equipment and systems for transporting emergency patients.

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations cannot be provided in the workplace.

The requirement in the performance evidence for checking the safety of transport vehicle and safely transporting 3 emergency patients under operational conditions must have been demonstrated using simulation before being demonstrated in the workplace and with members of the public.

The following conditions must be met for this unit:

•	use of suitable facilities, resources and equipment as per local governing body including:

-	transport vehicle (emergency or non-emergency)

-	stretcher

-	communication protocols, devices and equipment used in emergency vehicles

•	modelling of industry operating conditions including access to real people for simulations and scenarios in transporting emergency patients.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAMB004 Conduct advanced clinical assessment

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removal of pre-requisites Minimum hours added. Supersedes HLTAMBAS604B.

Application

This unit describes the skills and knowledge required to apply the specialised knowledge of pathophysiology and pharmacology that is required to use advanced techniques to clinically assess a patient.

The worker is expected to apply underpinning skills and knowledge in clinical assessment and to function independently providing intensive clinical care within established clinical guidelines/protocols.

This unit applies to pre-hospital/out-of-hospital health care workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Apply pathophysiological concepts to assess patient’s body system function	1.1 Apply specialised knowledge of fluid and electrolyte imbalance to determine the patient’s health status 1.2 Demonstrate a specialised knowledge of acid base imbalance impacting the patient’s health status
2. Identify any variations from homeostasis when assessing a patient’s physical health status	2.1 Use specialised knowledge of homeostasis imbalance to recognise signs and symptoms indicating abnormal functioning of body systems 2.2 Update specialised knowledge of variations to cellular metabolism and apply when assessing patient for poor states of perfusion
3. Conduct assessment of patients with specific conditions, disorders and injuries using advanced techniques	3.1 Integrate comprehensive knowledge of pathophysiological concepts with assessment data and principles of management for specific conditions, disorders and injuries 3.2 Evaluate the need for advanced assessment techniques and potential impact on patient’s health status 3.3 Analyse assessment data and establish the need for and potential impact of pharmacological and/or fluid therapies on patient’s health status 3.4 Employ a process of critical analysis and diagnostic reasoning to make links between patients illness and/or injury and information found at the scene to facilitate treatment strategies

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAMB004 Conduct advanced clinical assessment

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removal of pre-requisites. Minimum hours added. Supersedes HLTAMBAS604B.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	performed the activities outlined in the performance criteria of this unit during 80 hours under clinical supervision in the workplace

•	conducted 5 comprehensive advanced clinical assessments and applied skills necessary to stabilise healthy functioning body systems for each of the following incidents and situations across the lifespan of the incident and situation (must include at least 1 adult, 1 paediatric patient and 1 older person):

-	emergency

-	non-emergency

-	medical

-	surgical

-	trauma

•	used appropriate medical terminology in 1 consultation with medical and/or multidisciplinary teams about variations from normal healthy functioning body systems and advanced assessment procedures performed on patient.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

•	advanced concepts underpinning pharmacology and pharmacokinetics including:

-	therapeutic effects, indications and contraindications

-	physiological and psychological effects associated with pain and pain management

•	specialised knowledge of anatomy and physiology, and variations from normal functioning of body systems, in relation to potential impact on advanced patient assessment procedures practised including:

-	internal and external thoracic structures and respiratory conditions including:

o	pneumothorax and haemothorax

o	mechanics of ventilation, inspiration and expiration, respiratory control and impact of gas laws

-	abdominal conditions including:

o	visceral wounds

o	internal bleeding

-	specialised knowledge of cardiovascular structures, heart conditions, cardiac conduction, electrocardiograph (ECG) rhythm variations and analysis

-	urogenital and reproductive and pelvic structures and conditions

-	obstetrics and gynaecology including:

o	pregnancy

o	foetal development

o	normal and abnormal presentations

o	labour and post-partum haemorrhage

o	assessment of the newborn

-	fluid and electrolyte balance and imbalance including:

o	mechanisms of fluid movement through the body

o	states of fluid and acid imbalance

-	cellular injury and immune responses

-	assessment of blunt versus penetrating trauma

-	environmental factors related to the cause of a patient’s illness, injury or trauma.

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations cannot be provided in the workplace. The following conditions must be met for this unit:

use of suitable facilities resources and equipment as per local governing body including:

adult, child, infant and obstetric manikins suitable for simulation of advanced clinical skills

vital signs monitoring devices

sample medications used in emergency treatment

oxygen resuscitation system with oxygen cylinder and oximeter

selection of oxygen masks with tubing

airway model suitable for simulation insertion of an oropharyngeal airway

ECG recording device

communication protocols

organisation policies and procedures and/or established clinical guidelines and protocols on which the candidate bases the planning process

documentation for recording clinical assessment

modelling of industry operating conditions, including contingencies should be included in simulations and scenarios that reflect pre-hospital/out-of-hospital clinical care work.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAMB005 Receive and respond to requests for ambulance service

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removal of pre-requisites Supersedes HLTAMBC401D.

Application

This unit describes the skills and knowledge required to receive and respond to requests for ambulance services and to transfer calls for action. Call-taking work is carried out in accordance with standard organisation operating policies and procedures.

This unit applies to individuals working in an ambulance communications centre.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT Elements define the essential outcomes	PERFORMANCE CRITERIA Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Receive request for service	1.1 Answer promptly incoming requests for service 1.2 Establish details of the situation using effective communication skills, techniques and resources 1.3 Record complete details of the request accurately and in a timely and efficient manner 1.4 Respect confidentiality at all times 1.5 Assess quickly and accurately any potential danger to the caller
2. Respond to request for service	2.1 Determine urgency of the request using information gained from the caller requesting the service 2.2 Communicate clearly safety information appropriate to the situation and caller's needs 2.3 Provide appropriate advice to the caller 2.4 Initiate a suitable response using a prioritising tool
3. Apply strategies to manage the call	3.1 Use active listening skills consistently to help develop a rapport with the caller and to establish trust 3.2 Confirm with the caller that the information they have provided is accurate and complete 3.3 Adjust tone or manner to respond to the caller’s individual needs
4. Refer and finalise request	4.1 Identify and action any need to refer the request for service 4.2 Terminate the call and take follow-up action as necessary

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAMB005 Receive and respond to requests for ambulance service

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removal of pre-requisites Supersedes HLTAMBC401D.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	used problem-solving skills and demonstrated efficiency and accuracy in all aspects of receiving and dealing with requests for ambulance service for the following situations:

-	life-threatening

-	non-life-threatening

-	routine (scheduled bookings)

-	dealing with difficult or distressed callers

•	demonstrated computer literacy on 3 occasions including demonstrating:

-	accuracy and proficiency in operating prioritising tools

-	keyboarding skills to enable accurate input and extraction of data

-	speed and accuracy of data entry in accordance with organisational specifications

•	used oral communication and interpersonal skills, effectively on 3 occasions including:

-	asking questions to collect patient history, clinical symptoms, contributing factors and individual circumstances

-	responding calmly to multiple demands in a working environment with high operating activity

-	use initiative in responding to challenging situations and individuals

-	working with others

-	showing empathy with callers

-	working with interpreters as required

•	demonstrated effective written communication skills on 3 occasions including:

-	recording concise, comprehensive and legible information

-	preparing written records as required.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

•	organisation operating policies and procedures

•	how to use communications resources to provide details of the situation or incident

•	emergency and non-emergency services and their function

•	working knowledge of the geographical area

•	codes and abbreviations or specialist terminology used by the organisation when receiving or taking action in response to request for service

•	how to follow protocols for referral and requests in order to:

-	act on received request for service

-	request assistance as required from another service such as police, fire brigade, interpreters

-	pass on the request for service, or obtain information from ambulance workers, supervisor or authorised medical advisor

-	provide immediate clinical advice to callers

•	problem-solving skills for contingencies using available tools and referrals.

Assessment Conditions

Skills and knowledge must be demonstrated in a workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

•	use of suitable facilities, resources and equipment as per local governing body including:

-	communication protocols, equipment and systems

-	prioritising tools for request for service

•	modelling of industry operating conditions including assess to real people for simulations and scenarios of callers requesting ambulance service.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAMB006 Assign and coordinate ambulance service resources

Modification History

Not applicable.Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTAMBC402C/HLTAMBC403C Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removal of pre-requisites

Application

This unit describes the skills and knowledge required to allocate a coordinated response to requests for ambulance service resources to ensure availability and effectiveness of vehicles and worker.

This unit applies to individuals working in an ambulance communications centre. Workers have knowledge of communication equipment, systems and protocols for coordination of ambulance services in accordance with organisation operating policies and procedures.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT Elements define the essential outcomes	PERFORMANCE CRITERIA Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Allocate ambulance service resources	1.1 Match available resources to incidents for service capability and known factors that may impact on service demand 1.2 Identify appropriate response to an emergency situation or incident, and to a non-emergency routine case 1.3 Identify and record location and commitment of service resources at all times
2. Dispatch resources	2.1 Provide clear, timely and accurate situation briefing to assigned worker 2.2 Use communication equipment and systems to locate and dispatch resources within set timeframes
3. Monitor progress of assigned resources	3.1 Confirm arrival of assigned worker at the scene of incident or situation or at the receiving facility 3.2 Establish capacity of assigned worker to deal with the situation or incident at earliest opportunity 3.3 Monitor availability of worker and vehicles for re-assignment 3.4 Monitor and follow up on resources and service coordination including any supplementary resources
4. Coordinate resources and liaise with ambulance worker	4.1 Undertake and coordinate resource allocation within set timeframes 4.2 Identify and communicate factors affecting resource availability to assigned worker 4.3 Implement ‘on scene’ communication chain of command 4.4 Determine the need for other service involvement 4.5 Ensure other service is contacted and adequately briefed and that appropriate assistance is requested when dealing with multi-agency incidents
5. Maintain records of ambulance service coordination activity	5.1 Record accurately information pertaining to dispatch records of ambulance resources 5.2 Document activation of supplementary resources and external agencies

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAMB006 Assign and coordinate ambulance service resources

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTAMBC402C/HLTAMBC403C Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removal of pre-requisites

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	demonstrated computer literacy on 3 occasions including:

-	using communication equipment and systems

-	assigning and coordinating recourses

-	ensuring appropriate communication with staff

-	using keyboarding skills to enable accurate data input and extraction

-	entering data with speed and accuracy when updating and maintaining records

•	coordinated and managed ambulance resources for the following 5 situations:

-	urgent

-	non-urgent

-	routine – scheduled bookings

-	incidents when the involvement of other emergency and/or non-emergency services is needed

-	incident involving multiple casualties

•	used problem solving skills for the above 5 situations including:

-	using available resources

-	analysing information and making decisions that ensure the most efficient and effective use of resources.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

•	local standard emergency operation procedures and organisational communication protocols

•	working knowledge of the geographical area

•	ambulance service resources available for assignment

•	critical incident stress debriefing (CISD) team and peer support

•	communications equipment and systems use in line with communication protocols

•	available resources and their application:

-	road

-	aviation

-	maritime

•	other emergency services and their function:

-	Fire

-	Police

-	State Emergency Services (SES)

•	other non- emergency services and their function:

-	voluntary organisations

-	utilities

-	community services departments

•	known factors requiring emergency services including organised events such as demonstrations, marches and sporting, music, social and holiday events

•	how to maintain records of ambulance service coordination activities and other supplementary resources used for an incident or situation

•	management of major incidents according to organisation protocols and procedures.

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

•	use of suitable facilities, resources and equipment as per local governing body including:

-	communication protocols, equipment and systems

-	agency dispatch protocols and procedures.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAMB007 Assess and deliver basic clinical care

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removal of pre-requisites Supersedes HLTAMBCR401C.

Application

This unit of competency describes the knowledge and skills required to conduct clinical assessment and deliver basic clinical care in a pre-hospital/out-of-hospital environment.

This unit applies to pre-hospital/out-of-hospital health care workers. The worker provides basic life support and prioritises clinical care of a patient in accordance with established clinical practice guidelines.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Make initial incident and patient assessment	1.1 Conduct pre-planning before arrival at scene based on information communicated in the request for service 1.2 Conduct scene survey according to established clinical guidelines and protocols 1.3 Conduct primary survey of patient including taking vital signs 1.4 Conduct a secondary survey, including a systematic physical examination of the whole body using applied clinical knowledge 1.5 Obtain and document history of the event 1.6 Identify patient’s main complaints as a basis for systematic prioritised treatment 1.7 Apply situational knowledge of the patient to guide selection of appropriate treatment options 1.8 Determine the time-critical issues given resource considerations 1.9 Assess transport requirements and appropriate destination, versus transport criticality, to ensure requirements of urgency and patient care are met
2. Plan basic pre-hospital/out-of-hospital patient care	2.1 Establish priorities of care based on initial patient assessment according to established clinical guidelines and protocols 2.2 Develop a treatment plan and outline treatment priorities 2.3 Identify and develop contingency plans based on mechanisms of injury and potential for patient deterioration according to established clinical guidelines and protocols
3. Implement basic patient care procedures	3.1 Implement all patient care procedures and pharmacological therapies within own level of expertise and authority to practise, and the limits of clinical guidelines and protocols 3.2 Identify the need to seek assistance immediately where the situation or patient’s condition requires treatment that is outside scope or authority to practise 3.3 Operate equipment as required for patient management according to manufacturer or supplier’s instructions and clinical guidelines and protocols 3.4 Apply infection prevention and control principles to patient care 3.5 Use safe lifting and patient handling techniques in accordance with workplace health and safety (WHS) requirements and organisation policy and procedures
4. Monitor basic patient care and modify as required	4.1 Re-assess patient at appropriate intervals and modify treatment as required according to established clinical guidelines and protocols 4.2 Monitor pharmacological outcomes, noting effectiveness of treatment regime and amend according to patient’s condition
5. Handover patient to a healthcare facility	5.1 Document relevant patient details according to established clinical guidelines and protocols 5.2 Maintain patient confidentiality at all times 5.3 Ensure documentation for clinical handover procedures contains all necessary information 5.4 Convey information appropriately to authorised individuals involved in ongoing patient care 5.5 Maintain patient care until responsibility for patient is taken over by staff of the receiving agency

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAMB007 Assess and deliver basic clinical care

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removal of pre-requisites Supersedes HLTAMBCR401C.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage task and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	performed the activities outlined in the performance criteria of this unit during a period of at least 80 hours under clinical supervision in the workplace

•	performed a clinical assessment and implemented basic care in an pre-hospital/out-of-hospital context on 3 different patients for an illness or trauma impacting health status including:

−	performing primary survey

−	performing secondary survey – systematic head to toe physical body examination including vital signs and level of consciousness

−	planning and implementing basic clinical care based on assessment and time-criticality

−	monitoring patient

−	safely delivering patient to receiving facility or service

•	performed basic life support on an adult, child and infant simulation manikin according to established clinical guidelines and protocols.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

•	assessment and interpretation of vital signs including:

-	level of consciousness, covering for example

o	Glasgow Coma Score (GCS)

o	alert, voice, pain, unconscious (AVPU)

-	respiratory status assessment – for example, rate, rhythm, effort and breath sounds

-	temperature status – for example, febrile or afebrile or hypothermic

-	blood volume and perfusion status assessment– for example pulse, blood pressure, capillary refill and skin

•	basic anatomy and physiology in recognising body systems:

-	cardiovascular

-	respiratory

-	musculo-skeletal

-	endocrine

-	nervous

-	digestive

-	urinary

-	reproductive

-	integumentary

-	lymphatic

-	special senses

•	basic life support, including procedures and equipment used as specified within established clinical guidelines and protocols

•	chief complaints when attending pre-hospital/out-of-hospital situations including trauma and medical disorders and possible actions to alleviate complaints

•	clinical practice guidelines and protocols

•	how to accurately obtain and document patient medical history including pre-existing conditions, allergies, social and emotional wellbeing, and current medication or treatment plans to provide to receiving health facility workers

•	national and State/Territory legal and ethical considerations for emergency health care workers relevant to pre-hospital/out-of-hospital care, and how these are applied in organisations including:

-	children in the workplace

-	continuing professional education

-	discrimination

-	duty of care

-	human rights

-	informed consent

-	mandatory reporting

-	practitioner/client boundaries

-	privacy, confidentiality and disclosure

-	specific Commonwealth legislation and State/Territory legislation or regulation for health care workers including, for example:

o	children and young people

o	anti-discrimination

o	disability

o	health, drugs and poisons

o	mental health

o	health records and information privacy

o	industrial relations

-	National Safety and Quality Health Service (NSQHS) Standards

-	industrial regulations

-	work role boundaries – responsibilities and limitations

-	work health and safety

•	organisational administrative and patient care policies and procedures

•	primary survey and secondary survey

•	receiving facility requirements or how to access these requirements

•	recognise the patterns of illness and injury relevant to the delivery of basic clinical patient care

•	situations where the required patient treatment is outside the scope or authority to practice of the attending worker.

Assessment Conditions

Skills and knowledge must be demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely.

The requirement in the performance evidence for performing clinical assessments and implementing basic clinical care for 3 patients for an illness or a trauma must have been demonstrated using simulation before being demonstrated in the workplace and with members of the public.

The following conditions must be met for this unit:

•	use of suitable facilities, resources and equipment as per local governing body including:

−	simulation adult, child, infant manikins

−	vital signs monitoring devices

−	organisation policies and procedures and/or established clinical guidelines/protocols on which the candidate bases the planning process.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAMB008 Assess and deliver standard clinical care

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTAMBAS501B/ HLTAMBCR502C Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removal of pre-requisites. Minimum hours added.

Application

This unit of competency describes the skills and knowledge required to conduct clinical assessments and deliver standard patient care in the pre-hospital/out-of-hospital environment.

This unit applies to pre-hospital/out-of-hospital health care workers. The worker provides advanced life support, prioritises clinical care, implements time-critical health care procedures and therapies, and monitors patients based on patient needs and in accordance with established clinical practice guidelines.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Perform pre-hospital/out-of-hospital patient assessment	1.1 Conduct pre-planning of assessment before arrival at scene based on information communicated in the request for service 1.2 Perform appropriate clinical surveys to collect and analyse assessment information at critical points in time 1.3 Use applied clinical knowledge to assess the mechanism of injury, pattern of injury and potential for injury to identify any non-obvious clinical signs during patient assessment 1.4 Use a critical questioning process to make links between patient’s illness or injury and information found at the scene 1.5 Base patient assessment on a demonstrable and clearly thought out series of problem solving steps or linkages
2. Identify variations in physical health status	2.1 Integrate principles of anatomy and pathophysiology with assessment data for specific conditions, disorders and injuries 2.2 Identify variations from normal homeostasis and body system functions using established clinical guidelines/protocols 2.3 Identify variations to cellular metabolism when assessing patient for poor states of perfusion 2.4 Analyse the need for and potential impact of treatments and pharmacological therapies on patient’s health status 2.5 Identify the effects on patient’s health status of pharmacological therapies based on pharmacology, pharmacokinetics and pharmacodynamics 2.6 Use diagnostic reasoning when determining the potential for injury or illness
3. Plan pre-hospital/out-of-hospital patient care	3.1 Identify main patient complaints as a basis for prioritised treatment and care based on assessed patient needs and overall assessment of the scene 3.2 Analyse clinical and situational data gathered to plan treatment 3.3 Establish patient management plan based on primary and secondary survey, known patient history, assessment of the scene and factors related to distance from hospital or medical care 3.4 Evaluate the injury and potential for deterioration and develop contingency plans based on mechanisms of injury 3.5 Systematically evaluate and interpret patient assessment information to make judgements regarding patient care requirements 3.6 Ensure judgement, which forms the basis on which treatment is planned, can be reasonably justified in terms of the information available at the time 3.7 Differentiate between patients who require rapid stabilisation and transport because of trauma or illness, and those who require further on-the-scene assessment and management 3.8 Determine time-critical issues given resource considerations
4. Implement pre-hospital/out-of-hospital patient care procedures	4.1 Implement all care and treatment procedures to the level of own expertise and within established clinical guidelines and protocols 4.2 Commence pharmacological therapies as patient’s presenting condition determines, with reference to established clinical guidelines and protocols and pharmacological requirements 4.3 Recognise the need for assistance where the situation or patient’s condition requires treatment that is outside the practice guidelines and seek help immediately
5. Monitor and evaluate pre-hospital/out-of-hospital patient care	5.1 Monitor all aspects of patient’s condition at appropriate intervals to establish trends 5.2 Assess potential effects on patient’s condition of procedures implemented 5.3 Monitor pharmacological therapy, noting effectiveness of treatment regime and amend according to patient’s condition 5.4 Recognise changes in patient’s condition and adapt management according to the scope or authority to practice of the attending officer 5.5 Evaluate patient care interventions used against pre-hospital/out-of-hospital best practice for clinical care
6. Hand over patient requiring pre-hospital/out-of-hospital patient care to receiving facility	6.1 Document relevant patient details according to local standard operation procedures 6.2 Maintain patient confidentiality at all times 6.3 Ensure documentation for handover procedures conveys all necessary information 6.4 Maintain patient care until responsibility for patient care is taken over by staff of the receiving agency 6.5 Convey information appropriately to those individuals involved in ongoing patient care to facilitate understanding and optimise continuing patient care

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAMB008 Assess and deliver standard clinical care

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTAMBAS501B/ HLTAMBCR502C Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removal of pre-requisites. minimum hours added

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	performed the activities outlined in the performance criteria of this unit during a period of at least 160 hours under clinical supervision in the workplace

•	performed a clinical assessment and implemented standard care in a pre-hospital/out-of-hospital context on 5 different patients for an illness or trauma impacting health status including:

-	performing primary survey

-	performing secondary survey – systematic head to toe physical body examination including vital signs and level of consciousness

-	considering psychosocial, developmental and cultural considerations

-	considering mechanism of injury, pattern of injury and potential for injury

-	planning and implementing standard clinical care based on assessment and time-criticality

-	monitoring patient and implementing health care procedures and/or therapies

-	safely delivering patient to receiving facility or service

•	implemented the following standard clinical care interventions under a variety of conditions and circumstances within the established clinical guidelines and protocols:

-	providing airway management for a patient

-	attaching leads, recording and interpreting an electrocardiograph (ECG) to analyse cardiac dysrhythmia

-	performing manual direct current counter shock on an adult simulation manikin according to established clinical guidelines and protocols

-	administering and responding to the effects of pharmacological therapy to treat and manage patient’s illness or condition

•	performed advanced life support on an adult, child and infant simulation manikin according to established clinical guidelines and protocols.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

•	assessment and interpretation of vital signs

•	advanced life support and advanced resuscitation, including procedures and equipment used as specified within established clinical guidelines and protocols

•	critical thinking and diagnostic reasoning techniques and processes:

-	process of critical questioning including purposeful, informed questioning in the clinical setting to make sense of the information presented at the scene of injury or illness

-	process of diagnostic reasoning in the clinical setting, which requires careful identification of key problems, issues and the risks involved in responding to patient needs

-	potential impacts of a range of factors in relation to identified body systems and their components

o	internal (such as physical, mental, emotional factors)

o	external (for example, in relation to specific patient assessment procedures)

-	concept of rapid stabilisation and transport including:

o	golden hour

o	chain of survival

o	time critical

o	priority status

o	transport consideration – for example, ground or aeromedical

•	causes and effects of trauma including:

-	kinematics of trauma

-	blunt, penetrating, falls, blasts and motor vehicle accidents

-	crush injuries and compartment syndrome

-	physical laws of energy exchange (Newton’s laws of motion)

-	cavitation

-	impact and clinical consideration for trauma to pregnant person

•	common environmental emergencies

•	how to accurately obtain and document patient medical history including, pre-existing conditions, allergies, social and emotional wellbeing and current medication or treatment plans to provide to receiving health facility workers

•	national and State/Territory legal and ethical considerations for emergency health care workers relevant to pre-hospital/out-of-hospital care, and how these are applied in organisations including:

-	children in the workplace

-	continuing professional education

-	discrimination

-	duty of care

-	human rights

-	informed consent

-	mandatory reporting

-	practice standards

-	practitioner/client boundaries

-	privacy, confidentiality and disclosure

-	specific Commonwealth and State/Territory legislation or regulation for health care workers including covering, for example:

o	children and young people

o	anti-discrimination

o	disability

o	health, drugs and poisons

o	mental health

o	health records and information privacy

o	industrial relations

-	National Safety and Quality Health Service (NSQHS) Standards

-	work role boundaries – responsibilities and limitations

-	work health and safety

•	organisation policies, procedures and established clinical guidelines and protocols for patient care and emergency equipment

•	pharmacology therapy and concepts underpinning pharmacology:

-	pharmacological agents for the management of common disorders

-	pharmacokinetics including routes of administration – enteral, parenteral, inhalation, topical

-	preparation, properties, uses and actions of pharmacology

-	pharmacology terminology

-	absorption, distribution, metabolism and excretion of pharmacological products by the body

-	pharmacodynamics- pharmacological interactions

-	safe storage, handling and disposal of pharmacological products

-	jurisdictional protocols and guidelines associated with administration, duration, magnitude and pharmacological response

•	primary survey and secondary survey

•	variations from normal functioning of body systems involving anatomy, physiology and pathophysiology, including:

-	pathophysiology of integumentary system including:

o	compromised integumentary system burns trauma or injury caused by the interaction of energy (thermal, chemical, electrical, or radiation)

o	pathophysiology of burns injuries, local and systemic responses and burn shock

o	classifications of burns injury and extent and severity of burns injury

-	pathophysiology of musculo-skeletal injury including:

o	soft tissue injury

o	causes and types of fractures, dislocations, strains and sprains

-	pathophysiology of the cardiovascular system including:

o	cardiovascular insult

o	how to interpret and analyse dysrhythmias and apply electric shock to obtain normal rhythm – for example asystole, ventricular fibrillations, ventricular tachycardia or heart block

o	classifications and complications of shock including hypovolaemia, cardiogenic and distributive

-	pathophysiology of the neurovascular system including:

o	brain injury including – concussion, contusion, Diffuse Axonal Injury (DAI), haematomas

o	traumatic brain injury including – primary and secondary injury, cerebral perfusion, raised intracranial pressure, herniation, cerebral agitation or irritation

o	cerebral thrombosis, transient ischaemic attack (TIA), cerebral embolism and cerebral haemorrhage

o	dementia

o	seizures and febrile convulsions

o	autonomic dysreflexia

-	poisoning, envenomation or overdose emergencies including:

o neurotoxins, myotoxins, haemotoxins, illicit drugs

o chemical, biological and radiological

-	pathophysiology of the respiratory system including:

o	differences in paediatric and adult airways

o	thoracic disorders or trauma

o	respiratory disorders including asthma, acute respiratory distress syndrome, croup, epiglottis, pneumonia, emphysema, chronic obstructive airway disease

o	gas laws and gas exchange (Boyle, Dalton, Charles, Henry)

o	external and internal ventilation and respiration

o	principles of lung volumes – minute volume and oxygenation

-	pathophysiology of the digestive and endocrine system including:

o	abdominal disorders including diabetes mellitus, thyroid and adrenal gland conditions

o	nutritional disorders, appendicitis, gastroenteritis and hepatitis

o	abdominal trauma including visceral, referred and somatic pain, gastro-intestinal bleeding

-	processes of metabolism including:

o	cellular respiration

o	anaerobic and aerobic energy production

-	pathophysiology of the urinary and reproductive system including:

o	acute and chronic renal failure and obstetric and gynaecological disorders (for example, ectopic pregnancy, spontaneous abortion, vaginal haemorrhage, pelvic inflammatory disease, endometriosis)

o	stages of labour – pre-delivery emergencies and post-delivery emergencies

o	assessing neonate body temperature and Apgar scores

• situations where the patient requires treatment that is outside the scope or authority to practice of the attending worker.

Assessment Conditions

Skills and knowledge must be demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely.

The requirement in the performance evidence to implement standard clinical care interventions under a variety of conditions and circumstances within the established clinical guidelines and protocols, must have been demonstrated using simulation before being demonstrated in the workplace and with members of the public.

The following conditions must be met for this unit:

•	use of suitable facilities, resources and equipment as per local governing body including:

-	simulation adult, child, infant manikins suitable for simulation of clinical skills

-	vital signs monitoring devices

-	ECG recording device

-	placebo samples of pharmacological preparations for use in simulation scenarios.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAMB009 Deliver intensive clinical care

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLTAMBCR603B Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removal of pre-requisites.

Application

This unit of competency describes the skills and knowledge required to deliver advanced clinical pre-hospital/out-of-hospital patient care at a specialised level by assessing the needs of a patient, planning and administering intensive clinical care, and monitoring the state of the patient.

This unit applies to pre-hospital/out-of-hospital health care workers. Workers follow established clinical guidelines and protocols and work independently, applying specialised knowledge of pathophysiology and pharmacology to perform intensive clinical care.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess need for specialised intervention	1.1 Assess patient on the basis of a high level of clinical knowledge and a high level of contemporary clinical evidence based practice 1.2 Confirm that assessment of the need for specialised intervention is based on a demonstrable and clearly thought out series of problem-solving steps or linkages 1.3 Analyse and explain the patient assessment process when subject to clinical audit
2. Analyse information from clinical assessment to make a judgement about specialised pre-hospital/out-of-hospital patient care	2.1 Use systematic evaluation of patient assessment to interpret and make judgements regarding specialised patient care requirements 2.2 Confirm judgement is in line with high level contemporary evidence based practice and organisation clinical practice guidelines/protocols 2.3 Justify that the judgement, which forms the basis on which specialised treatment is planned, is reasonable in terms of the information available at the time
3. Plan specialised pre-hospital/out-of-hospital patient care	3.1 Establish priorities of care, based on assessment of the total scene and drawing on specialised knowledge and experience 3.2 Recognise and interpret mechanisms of injury and potential for patient deterioration in conjunction with factors inherent in patient’s condition, environment and potential impact of procedures or movement 3.3 Develop contingency plans, based on mechanisms of injury and potential for patient deterioration 3.4 Establish patient management plan, based on analysis of the scene and the patient and drawing on high level clinical knowledge 3.5 Determine patient’s potential or actual time criticality versus transport criticality
4. Implement procedures for specialised pre-hospital/out-of-hospital patient care	4.1 Commence all patient care procedures and pharmacological therapies as patient’s presenting condition determines, with reference to local clinical and legislative guidelines and pharmacological requirements 4.2 Confirm all actions are in accordance with established clinical guidelines and protocols. 4.3 Consult and collaborate with designated medical authorities as required
5. Monitor specialised pre-hospital/out-of-hospital patient care and modify as required	5.1 Monitor all aspects of patient’s condition including vital signs at appropriate intervals to establish trends in terms of specialised procedures, interventions or knowledge 5.2 Assess potential effects of procedures implemented on patient’s condition 5.3 Monitor pharmacological therapy noting effectiveness of treatment regime, and amend according to patient’s condition 5.4 Recognise changes in patient’s condition and adapt management according to the scope or authority to practice of the attending officer 5.5 Recognise the need for assistance and seek help immediately where the situation or patient’s condition requires treatment outside the scope or authority to practice of the attending officer 5.6 Maintain and/or modify treatment, according to patient need as determined by the re-assessment process
6. Hand over patient requiring specialised care	6.1 Document relevant patient details according to organisation clinical practice guidelines/protocols 6.2 Maintain patient confidentiality at all times 6.3 Ensure documentation for handover procedures conveys all necessary information 6.4 Convey information appropriately to those individuals involved in ongoing patient care to facilitate understanding and optimise continuing patient care 6.5 Maintain patient care until responsibility for patient care is taken over by staff of the receiving agency

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAMB009 Deliver intensive clinical care

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLTAMBCR603B Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removal of pre-requisites.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	performed the activities outlined in the performance criteria of this unit during at least 80 hours under clinical supervision in the workplace

•	delivered intensive clinical care in the workplace to 1 person to detect and correct any immediate life threatening conditions including:

- demonstrating the capacity to take into account subtle factors affecting the patient’s condition, from a broad range of areas

- making sound judgements on provision of patient care based on pathophysiology and pharmacology knowledge

- applying advanced skills to provide appropriate care for complex clinical conditions

- applying the clinical problem-solving process as it applies to specialised patient care

•	performed each of the following 5 intensive clinical care interventions in the workplace or in a simulated environment, which are procedures approved for specialised patient care based upon organisation policies and procedures and in accordance with established clinical guidelines/protocols:

­ applied leads, recorded and interpreted an electrocardiograph (ECG) to analyse cardiac dysrhythmia performed an endotracheal intubation for airway management

­ performed intravenous (IV) cannulation to provide intravenous fluid therapy

­ performed intraosseous (IO) needle insertion to provide a non-collapsible entry point into the systemic venous system for fluid therapy

­ performed decompression of a tension pneumothorax with a needle

­ performed defibrillation for a cardiac condition

•	administered pharmacological therapy in the workplace to 1 patient according to established clinical guidelines and protocols.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

•	specialised patient care in the field of pre-hospital/out-of-hospital care – detailed knowledge to enable accurate judgement and service delivery

•	the structure and function of major organs (detailed and appropriate to this level) including a detailed understanding of heart structure and function (including electrophysiology, dysrhythmias)

•	cell transport systems

•	pharmacological processes and actions, indications and contraindications (appropriate to this level)

•	cellular respiration (glycolysis, Krebs’s Cycle, electron transport chain) and ATP production

•	how to recognise the signs and symptoms of a broad range of clinical conditions and the (provisional) diagnosis of same

•	advanced comprehension of trauma issues

•	medical emergencies (advanced understanding including diving, altitude, temperature, overdose and poisoning, crush injuries and obstetrics)

•	effects of intrinsic factors (such as age, health) and extrinsic factors (such as environment, medications) on patient condition and treatment

•	human maintenance systems (including immunity and haemostasis)

•	specialised patient care procedures and equipment used according to established clinical guidelines and protocols including IV and IO interventions used for fluid, blood and medication therapy

•	patient social and emotional wellbeing related to trauma

•	receiving facility requirements or how to access these requirements

•	function of documentation being provided

•	national and State/Territory legal and ethical requirements and considerations for emergency health care workers relevant to pre-hospital/out-of-hospital care, and how these are applied in organisations including:

-	children in the workplace

-	continuing professional education

-	discrimination

-	duty of care

-	human rights

-	informed consent

-	mandatory reporting

-	practice standards

-	practitioner/client boundaries

-	privacy, confidentiality and disclosure

-	specific Commonwealth legislation and State/Territory legislation or regulation for health care workers including covering, for example:

o	children and young people

o	anti-discrimination

o	disability

o	health, drugs and poisons

o	mental health

o	health records and information privacy

o	industrial relations

-	National Safety and Quality Health Service (NSQHS) Standards

-	work role boundaries – responsibilities and limitations

-	work health and safety

•	organisation policies, procedures and established clinical guidelines and protocols for patient care and emergency equipment.

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment as specified in the performance evidence.

The requirement in the performance evidence to perform 5 intensive clinical care interventions in the workplace must have been demonstrated using simulation before being demonstrated in the workplace and with members of the public.

The following conditions must be met for this unit:

•	use of suitable facilities, resources and equipment as per local governing body including:

­ simulation adult, child, infant and obstetric manikins suitable for simulation of clinical skills

­ defibrillator

­ 12 lead ECG leads and recording device

­ vital signs monitoring equipment

­ sample medications used in emergency treatment

­ oxygen resuscitation system with oxygen cylinder and oximeter and selection of oxygen masks with tubing

­ simulation model suitable for simulation insertion of an oropharyngeal airway

­ IV cannulation equipment and IV fluid therapy equipment

­ IO needle insertion equipment

•	modelling of industry operating conditions, including contingencies should be included in simulations and scenarios that reflect pre-hospital/out-of-hospital clinical care work.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAMB010 Manage and coordinate resources for emergency operations

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removal of pre-requisites Supersedes HLTAMBMA601D

Application

This unit of competency describes the skills and knowledge to manage, monitor and coordinate emergency service operations and resources controlling the use of emergency resources.

This unit applies to pre-hospital/out-of-hospital health care workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Maintain operations to meet quality standards	1.1 Ensure supplies necessary for operations are available and meet organisation requirements 1.2 Ensure operations within the area of responsibility meet service delivery specifications 1.3 Provide accurate information and advice to staff, members of the public and related organisations in line with organisation policy and within the own area of responsibility 1.4 Communicate operational information to the appropriate people in a manner and at a level and pace to promote understanding 1.5 Ensure systems to monitor quality, time and cost specifications for service provided are fully and correctly implemented and maintained 1.6 Recognise factors that may disrupt operations and take appropriate action to minimise their effects 1.7 Maintain complete and accurate records of operations in own area of responsibility in accordance with established clinical guidelines and protocols 1.8 Promptly communicate recommendations for improving efficiency of operations and quality of service to the appropriate people 1.9 Ensure the scene is secure for emergency personnel in consultation with the incident controller for emergency operations
2. Create and maintain conditions conducive to productive work and quality service	2.1 Ensure the work environment is as conducive to work activity as possible 2.2 Establish and maintain a sufficient supply of resources to meet community needs 2.3 Ensure staff working conditions and use of resources satisfy current legislation and organisation guidelines 2.4 Ensure frequency of maintenance and the use of equipment conform to established clinical guidelines/protocols 2.5 Where resources do not meet requirements, refer the matter to appropriate person 2.6 Promptly report workplace accidents and incidents to appropriate person and record as required 2.7 Promptly refer recommendations for improving conditions to appropriate person 2.8 Ensure all necessary records are complete, accurate and legible and available to authorised person when required 2.9 Review records to ensure completeness and accuracy in accordance with organisation policy and procedures
3. Monitor and control use of resources	3.1 Maintain expenditure within agreed budgets, ensuring it conforms to organisation procedures and does not compromise future spending requirements 3.2 Clearly explain the contribution each team member can make to control of resources 3.3 Ensure records of expenditure are complete, accurate and legible 3.4 Ensure prompt corrective action is taken in response to actual or potential significant deviations from plans 3.5 Promptly refer requests for expenditure outside own responsibility to the appropriate person

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAMB010 Manage and coordinate resources for emergency operations

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removal of pre-requisites Supersedes HLTAMBMA601D

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	managed and coordinated 1 emergency operation including:

-	ensuring the following supplies necessary for operations are available and meet service delivery specifications, organisation standards, schedules and procedures:

o	material supplies

o	equipment and technology

o	information required to coordinate resources

o	financial information

-	recognising factors that impact efficiency of operations and reporting on strategies to control resources for future operations.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

•	patient care and assessment clinical standard guidelines

•	emergency resources requirements

•	organisation policies and procedures and established clinical guidelines and protocols

•	relevant legislation and industrial guidelines

•	management of budgets and finance

•	information technology and record-keeping.

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

•	use of suitable facilities, resources and equipment as per local governing body including:

-	management plans and strategies and established clinical guidelines and protocols on which to base the planning.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAMB011 Manage a routine non-emergency scene

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Removed public safety elements from this unit. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Supersedes HLTAMBSC401B

Application

This unit describes the skills and knowledge required to manage routine non-emergency situations that are not anticipated to be life-threatening to ensure safety at the scene.

This unit applies to pre-hospital/out-of-hospital health care workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Attend non-emergency scene	1.1 Undertake appropriate roles as prescribed by Acts, regulations and organisation policies and procedures 1.2 Identify and maintain lines of communication with others according to communication protocols and organisation policy and procedures 1.3 Support collaborative planning and action in accordance with emergency operational procedures
2. Take appropriate measures to ensure safety at the scene	2.1 Identify real or potential hazards where there are risks to participants or bystanders 2.2 Position vehicle, equipment and resources to facilitate safe access and departure and protect self, colleague and patient 2.3 Wear personal protective equipment at the scene in accordance with emergency operational procedures 2.4 Identify opportunities to utilise emergency resources and improvise as required to secure the scene 2.5 Minimise risk by enlisting hazard reduction agents to enable patient treatment in hazard-free, or hazard-reduced, environment 2.6 Prepare for possible escalation of situation into an emergency

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAMB011 Manage a routine non-emergency scene

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Removed public safety elements from this unit. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Supersedes HLTAMBSC401B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	managed 1 routine non-emergency scene including:

-	taken appropriate measures to ensure safety

-	identified hazards, real or potential, where there are risks to participants or bystanders

-	minimised risk by enlisting hazard reduction agents

-	made decisions to ensure rapid and safe access and egress

-	used available resources.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

•	command, control and coordination responsibilities – working knowledge

•	how to evaluate management strategies used in routine non-emergency activities

•	hazards and potential hazards at a scene and their effect on safe access and egress

•	relevant policies and procedures relating to non-emergency management, including:

-	organisation policies and procedures

-	allied service procedures

-	State/Territory policies and procedures

•	relevant current national standards such as:

-	Australian Emergency Management Handbook Series

-	National Emergency Risk Assessment Guidelines

-	Australian/New Zealand Standard AS/NZS ISO 31000:2009 Risk management – Principles and guidelines

-	National Safety and Quality Health Service (NSQHS) Standards

-	Australian guidelines for the prevention and control of infection in healthcare (2010).

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

•	use of suitable facilities, resources and equipment as per local governing body including:

-	vehicle or equipment

-	personal protective equipment

-	organisation policies and procedures on which the candidate bases the planning process.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAMB012 Communicate in complex situations to support health care

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Merged HLTAMBFC301D/HLTAMBFC402C

Application

This unit of competency describes the skills and knowledge required to effectively communicate with patients, colleagues and health providers in complex situations using verbal and non-verbal interactions. It requires workers to address these significant challenges in the context of providing a health care service.

This unit applies to pre-hospital/out-of-hospital health care workers in a range of settings where direct patient contact is involved.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Communicate with patients and/or colleagues	1.1 Establish rapport through open, sensitive and confident manner 1.2 Obtain information from patient or others with sensitivity and respect for confidentiality as demanded by the situation 1.3 Convey information to patient or carer about care procedures in a manner and at a time consistent with the overall need of the patient and the situation as a whole 1.4 Clarify and respect the role and authority of allied personnel involved in the situation 1.5 Monitor patient’s understanding of information and adjust the mode of communication according to the needs and urgency of the situation
2. Use effective communication techniques	2.1 Introduce self appropriately and ensure communication with patients and colleagues reflects an understanding and respect for individual differences and needs 2.2 Use interviewing and active listening techniques to identify, clarify and confirm situation needs 2.3 Detect any barriers to effective communication and ensure communication is clear and relevant to situation, context and activities undertaken 2.4 Observe discretion and confidentiality, and treat patients, members of the public and colleagues with respect at all times, especially when using touch and other non-verbal means of communication 2.5 Identify early signs of potentially complex or difficult situations or problems, and respond in a caring, firm, confident and reassuring manner 2.6 Deal with conflict or the potential for conflict in a manner that prevents escalation. 2.7 Seek advice and assistance about communication difficulties with patients and colleagues from supervisor to maintain effective communication.
3. Convey and receive information using available modes of communication	3.1 Use communication codes and equipment correctly. 3.2 Convey complex information clearly and accurately using job specific communication systems 3.3 Acknowledge and where required clarify information received using active listening to ensure information is correctly understood
4. Promote a positive public profile	4.1 Complete all documentation for required reports and records accurately and within identified time frames 4.2 Ensure clarity and accuracy of all recorded communications with people involved with health care support outside of health facilities and services 4.3 Ensure standards of personal presentation are appropriate to the organisation

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAMB012 Communicate in complex situations to support health care

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Merged HLTAMBFC301D/HLTAMBFC402C

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	verbally communicated to patients and developed responses to meet the differing needs for each of the following 5 complex situations:

-	extrication from a motor vehicle accident

-	providing emergency care to a person under the influence of substance misuse

-	providing emergency care to a person who has a mental health condition

-	providing emergency care to a person who has been assaulted

-	providing emergency care to a person under stress due to a life-threating situation

•	provided complex information clearly and accurately using a written response on at least 1 occasion.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

•	effective communication techniques appropriate to communication requirements of specific job role including:

-	codes and communication terminology

-	preparing handover reports

•	communication and interpersonal skills including:

-	using interviewing techniques

-	asking questions

-	using active listening

-	asking for clarification and probing

-	responding to a range of views

-	showing empathy with patient, carers and/or colleagues

-	demonstrating awareness of complex communication needs of a person with hearing difficulties or speech impediment

-	demonstrating awareness of complex communication needs of people with:

communication-related disabilities

mental health conditions

pharmacological and alcohol addiction or misuse

adverse behavioural responses to unfamiliar environments

-	complex communication needs of a person under stress due to situations to themselves or others such as trauma, death and life threatening situations

•	organisation operating procedures applying to identified situations where complex communication needs may be present

•	relevant communication codes and systems

•	referral processes of organisation and counselling services

•	roles of relevant allied health personnel

•	relevant guidelines and organisation procedures relevant to the job role.

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAMB013 Contribute to managing the scene of an emergency

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Supersedes HLTAMBSC503B

Application

This unit describes the skills and knowledge required to manage procedures, provide security and communicate with other services involved with patient care at the scene of an emergency. It describes skills required in emergency situations, which may involve coordination with and by other emergency services personnel.

This unit applies to pre-hospital/out-of-hospital health care workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element.
1. Assess the environment to identify real and potential hazards	1.1 Gather information to enable accurate assessment of the situation or incident 1.2 Accurately identify existing and potential hazards. 1.3 Assess the approach to an incident, identifying visible signs of danger 1.4 Position appropriate resources to facilitate safe and timely access and egress
2. Communicate with those involved in the incident	2.1 Communicate information in a clear, concise and comprehensive manner about the incident or scene to coordinator and medical and other emergency and allied services 2.2 Provide information to people involved in the incident, or facilitate others to do so 2.3 Communicate and gather information from other organisations at the scene to inform the improvement of services and avoid duplication of effort
3. Control hazards	3.1 Ensure security and safety of the scene and negate or minimise existing and potential hazards to patients, colleagues and others 3.2 Use personal protective clothing and equipment for infection prevention and workplace health and safety 3.3 Manage appropriately any resistive or combative patients or others to ensure security of the scene 3.4 Use hazard-controlling resources safely
4. Establish relationships and lines of communication with other services and networks	4.1 Develop and use relationships in a way that benefits the organisation by drawing on shared expertise, information and resources 4.2 Work effectively as part of a multidisciplinary emergency team, communicating in a clear, concise and comprehensive manner 4.3 Support mutual cooperation through contribution to relevant network meetings or forums 4.4 Consult with affected and interested parties to support organisation goals and objectives
5. Evaluate the emergency scene environment	5.1 Monitor the environment at the scene to identify changes that may compromise safety or patient care 5.2 Recognise environmental changes requiring additional resources and promptly communicate this to appropriate agencies 5.3 Gather and evaluate data from other organisations to inform improvements in managing emergency scenes

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAMB013 Contribute to managing the scene of an emergency

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Supersedes HLTAMBSC503B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	contributed to managing 1 emergency scene including:

-	acknowledging and responding to a range of views and clarifying information from persons at the scene

-	establishing and maintaining inter-service communication and liaising and networking with personnel from other services to negotiate solutions of required tasks

-	identifying and managing any hazards at the scene and facilitating information to the public concerning safety

-	managing multiple competing priorities

-	identifying and implementing available resources in accordance with established clinical guidelines and protocols.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

•	relevant policies and procedures relating to emergency management including:

-	organisation policies and procedures

-	allied service procedures

-	State/Territory policies and procedures

•	working knowledge of command, control and coordination responsibilities

•	relevant current national standards such as

-	Australian Emergency Management Handbook Series

-	National Emergency Risk Assessment Guidelines

-	Australian/New Zealand Standard AS/NZS ISO 31000:2009 Risk management – Principles and guidelines

-	National Safety and Quality Health Service (NSQHS) Standards

-	Australian Guidelines for the Prevention and Control of Infection in Healthcare 2010

•	real and potential hazards and their effects

-	procedures and techniques required to control resistive or combative patients or others in order to secure the scene

•	roles and responsibilities of other organisations including services provided by medical and other emergency and allied agencies, and their limitations

•	current practices, procedures and equipment used in communicating in the workplace including:

-	organisation confidentiality requirements

-	organisation policy and procedures relating to liaison with other organisations.

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations cannot be provided in the workplace. The following conditions must be met for this unit:

•	use of suitable facilities, resources and equipment as per local governing body including:

-	emergency vehicles

-	personal protective equipment

-	specialised equipment used in safe removal and egress

-	organisation policies and procedures or established clinical guidelines and protocols on which the candidate bases the planning process.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAMB014 Transport non-emergency patients under operational conditions

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Supersedes HLTAMBT301B

Application

This unit describes the skills and knowledge required to load, unload and drive vehicles safely to transport non-emergency patients to and from a facility or service. It includes using communication equipment and checking vehicles and equipment in order to restock and remedy faults.

This unit applies to pre-hospital/out-of-hospital health care workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare and check vehicle and equipment	1.1 Check vehicle and equipment systematically and comprehensively based on a local vehicle checklist or inventory 1.2 Conduct vehicle checks on a regular basis according to organisation procedures to ensure continuing serviceability of vehicle and equipment 1.3 Ensure interior and exterior cleanliness of vehicle in accordance with organisation policies and procedures for minimisation of infection risk to both non-emergency personnel and patients 1.4 Maintain vehicle operating stock to acceptable minimum and maximum levels 1.5 Maintain vehicle and equipment according to established clinical guidelines and protocols
2. Ensure faults in vehicle and equipment are remedied	2.1 Identify and report general nature of fault and liaise with organisation to remedy fault 2.2 Assess risk of further damage to malfunctioning vehicle or equipment against patient care priorities, and communicate decisions to appropriate workers 2.3 Rectify minor faults where possible 2.4 Establish need for additional or replacement resources, and communicate to appropriate personnel
3. Convey and receive information using necessary modes of communication	3.1 Update knowledge to ensure communication techniques and procedures are consistent with relevant legislation and established clinical guidelines and protocols 3.2 Notify appropriate receiving facility according to local standard non-emergency patient transport procedures
4. Load, unload and secure non-emergency patient and other specific personnel for transportation	4.1 Load and unload patient, consistent with safe work practices and organisation policy and procedures 4.2 Check with patient that appropriate support or assistance during loading or unloading is being undertaken 4.3 Transport appropriate personnel to accompany the patient, where such a need has been identified and there is a capacity to do so, in accordance with established clinical guidelines/protocols 4.4 Organise and secure equipment in accordance with relevant Australian Standards, legislation and organisation policies and procedures
5. Drive vehicle	5.1 Drive vehicle in a manner that avoids exacerbation of patient’s condition 5.2 Drive vehicle under operational conditions in a low risk manner and according to legal requirements 5.3 Ensure communication is established between driver and patient or patient care officer to ensure effective observation and patient care during transport 5.4 Consult map or Global Positioning System (GPS) accurately when required 5.5 Take the most efficient route by monitoring factors likely to cause delays or route deviations

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAMB014 Transport non-emergency patients under operational conditions

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Supersedes HLTAMBT301B

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

checked the safety of transport vehicle and safely transported 3 different non-emergency patients under operational conditions including loading and unloading.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

•	methods of loading and unloading non-emergency patients

•	organisation policy and procedures for vehicles used for transportation of non-emergency patients, equipment in vehicles and vehicle checks

•	relevant acts, regulations and organisation policies procedures related to transport of non-emergency patients including:

-	manual handling and lifting

-	care and/or restraint of patient during transportation – for example a patient with a mental health condition or a child

-	non-emergency patient care procedures during transportation

-	State/Territory road rules and regulations when driving emergency vehicles

•	stock inventory and the safe storage and disposal of pharmacological products

•	use of communications equipment and systems, and knowledge of relevant procedures

•	vehicle and non-emergency resources organisation operating procedures.

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations cannot be provided in the workplace.

The requirement in the performance evidence for checking the safety of transport vehicle and safely transporting 3 non-emergency patients under operational conditions must have been demonstrated using simulation before being demonstrated in the workplace and with members of the public.

The following conditions must be met for this unit:

•	use of suitable facilities, resources and equipment as per local governing body including:

-	transport vehicle (emergency or non-emergency)

-	stretcher

-	communication protocols, devices and equipment used in emergency vehicles

-	access to real people for whom the candidate provides transport.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTANA001 Prepare clients for anaesthesia

Modification History

Release	Comments
Release 2	This version was released in HLT Health Training Package release 3.0. Update to mapping and metadata. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLTAN402D. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to complete specific client related preparation tasks. It includes client preparation and transfer, the attachment and detachment of equipment and positioning the client for different procedures.

The unit applies to anaesthetic technicians working under the direction of, and in consultation with, an anaesthetist in any hospital or day surgery setting.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Receive and prepare client	1.1 Greet client, confirm identity, correlate with identification band, client notes, consent form and follow other identification procedures according to organisation policy 1.2 Acknowledge accompanying relatives and carers sensitively and appropriately 1.3 Obtain verbal confirmation of surgical procedure and location if applicable 1.4 Note any client factors that impact on their care 1.5 Complete preparation tasks or check that these have been completed by others and provide clear information to client 1.6 Monitor the client’s safety, physical and emotional wellbeing through continual observation 1.7 Identify, record and immediately report any variations, discrepancies and changes to the client, their documentation or their wishes to the anaesthetist and other relevant personnel 1.8 Label client property and store securely in accordance with organisation policy
2. Attach and detach equipment	2.1 Select routine monitoring and other equipment in accordance with anaesthetist’s preference 2.2 Prepare skin and attach correctly, following infection prevention and control procedures 2.3 Set equipment in operation and confirm functioning 2.4 Carefully detach equipment with minimum risk of damage to client, staff or equipment, once the anaesthetist indicates that it is no longer required 2.5 Clean and restore equipment ready for reuse
3. Provide assistance with insertion of intravenous cannulation	3.1 Liaise with anaesthetist to confirm requirements 3.2 Observe client behaviour and respond to situations where support is required 3.3. Provide optimum conditions to facilitate access 3.4 Select, prepare and provide anaesthetic medical officer with required equipment in an aseptic manner 3.5 Following insertion, adequately and safely secure the device 3.6 Dispose of waste/sharps in accordance with waste management policies and infection control guidelines
4. Assist with transfer of clients	4.1 Plan to transfer client into procedural/operating room according to operational requirements 4.2 Ensure relevant personnel and client are aware of the actions to be performed 4.3 Detach equipment/infusions not required from the client before the transfer takes place 4.4 Ensure equipment attached to the client is safely and correctly adjusted during transfer 4.5 Employ safe moving and handling techniques during client transfer 4.6 Ensure movement is conducted safely and client discomfort minimised 4.7 Correctly re-connect and adjust equipment/infusions on completion of transfer, as necessary 4.8 Maintain client’s dignity during transfer
5. Assist with positioning of clients	5.1 Inform client of positioning procedures to be completed, and seek his/her cooperation when appropriate 5.2 Position client in consultation with other health care professionals 5.3 Ensure all relevant equipment is available, is functioning correctly and is correctly attached/placed in accordance with the anaesthetist’s and surgeon’s preferences and the individual needs of the client 5.4 Ensure client is protected from injury in collaboration with other relevant health professionals 5.5 Obtain assistance to position client when necessary 5.6 Observe any abnormal responses and report any action required to be taken to the anaesthetist

Foundation Skills

The Foundation Skills describe those required skills (employability skills, language, literacy and numeracy) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTANA001 Prepare clients for anaesthesia

Modification History

Release	Comments
Release 2	This version was released in HLT Health Training Package release 3.0. Update to mapping and metadata. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLTAN402D. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

followed established technical, infection control and safety procedures to receive, prepare, transfer and position at least 10 different clients for procedures involving anaesthesia

placed patients in all of the following positions:

prone

lateral

lithotomy

supine

Trendelenburg

reverse Trendelenburg

used the following equipment correctly:

beds

theatre trolley

operating table

patient handling equipment, including specialised equipment

wheelchairs

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national, state/territory) for client preparation, and how these are applied in organisations:

codes of practice

duty of care

infection prevention and control

informed consent

mandatory reporting

privacy, confidentiality and disclosure

records management

rights and responsibilities of workers, employers and clients

work role boundaries – responsibilities and limitations

work health and safety (WHS), manual handling and safe client transfer and positioning techniques

function and use of surgical safety lists

client drains and traction attachments

pre-medications and their effects relevant to providing assistance in anaesthesia

anatomy, physiology and pathophysiology factors that impact client positioning and equipment interface for different client groups

medical terminology specific to client procedures:

preparation

attachment/detachment of equipment

positioning

transfer

clinical documentation and handover, including World Health Organisation Surgical safety checklist

tasks involved in client preparation for surgery including:

premedications/routine medications

antithromboembolytic devices

removal of personnel items

toileting

fasting

pathology testing

clinical measurements

radiological investigations

prewarming

surgical site preparation

how to attach routine monitoring and equipment, including:

electrocardiography (ECG)

non-invasive blood pressure cuff

pulse oximetry

gas analyers

antithrombembolytic devices

diathermy plate

warming devices

client padding/protection

intravenous access techniques & equipment used

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources

modelling of industry operating conditions, including presence of situations requiring problem solving in non-routine situations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTANA002 Monitor clients during anaesthesia

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence - incorporates content from multiple units, including HLTAN403D/HLTAN404D.

Application

This unit describes the skills and knowledge required to observe and monitor clients, taking a broad range of clinical tests and measurements.

The unit applies to anaesthetic technicians working under the direction of, and in consultation with, an anaesthetist in any hospital or day surgery setting.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Observe client	1.1 Read and interpret information in client records 1.2 Check client’s physiological parameters as directed 1.3 Identify deviations from acceptable limits, check equipment for true reading and report to the anaesthetist 1.4 Identify and respond to signs of client discomfort, distress or adverse reaction within role responsibility
2. Take measurements and samples	2.1 Select and prepare equipment suited to test or measurement being conducted 2.2 Prepare client according to requirements of test or measurement 2.3 Maintain aseptic technique during collection of body fluid for analysis 2.4 Accurately measure client’s fluid intake and output/loss 2.5 Perform measurement or take samples in accordance with manufacturer’s guidelines and organisation policies and procedures 2.6 Determine quality of measurement or sample based on established procedures
3. Report measurements	3.1 Read test results and report to the anaesthetist 3.2 Promptly identify and report abnormal findings to the anaesthetist 3.3 Document results of measurement or ensure documentation is completed

Foundation Skills

The Foundation Skills describe those required skills (employability skills, language, literacy and numeracy) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTANA002 Monitor clients during anaesthesia

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence - incorporates content from multiple units, including HLTAN403D/HLTAN404D.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

provided monitoring assistance to an anaesthetist during at least 5 procedures

followed established technical and infection control procedures to undertake each of the following clinical measurements and tests at least twice:

arterial blood gases

blood pressure

blood glucose level

circulation

electrocardiography (ECG)

12 lead ECG

haemoglobin

inspired/expired gases (Functional inspiratory oxygen (FiO2), Functional expiratory oxygen (FeO2), end-tidal carbon dioxide (ETCO2), tidal volume (TV), inspiratory pressure, minute volume (MV), respiratory rate (RR), minimal alveolar concentration (MAC)

level of consciousness

neuromuscular function

oxygenation (oximetry, FiO2, partial pressure oxygen (PaO2)

pulse

respiration

temperature

fluid balance

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national, state/territory) for client monitoring, and how these are applied in organisations:

codes of practice

duty of care

infection prevention and control

informed consent

mandatory reporting

manufacturer’s guidelines

privacy, confidentiality and disclosure

records management

rights and responsibilities of workers, employers and clients

work role boundaries – responsibilities and limitations

work health and safety

clinical measurements undertaken by anaesthetic technicians:

purpose

how they are undertaken

normal results and variations from normal

implications of abnormal results for all of the following:

arterial blood gases

blood pressure

blood glucose level

peripheral perfusion/skin colour

haemodynamic (non-invasive blood pressure, invasive blood pressure, central venous pressure, pulmonary artery wedge pressure, pulse, heart rate, cardiac output)

dermatomes

ECG

12 lead ECG

haemoglobin

blood tests samples for urea and electrolytes (U&E), coagulation profile (coags), full blood count (FBC),

inspired/expired gases (FiO2, FeO2, ETCO2, TV, insp pressure, MV, RR, MAC)

level of consciousness clinical observation & entropy/bispectral index monitoring)

neuromuscular function

oxygenation (oximetry, FiO2, PaO2

pain assessment

temperature

acid base balance

heart & lung sounds

fluid balance monitoring requirements, including:

urine

gastrointestinal

blood

irrigation

intravenous

intra-arterial

clinical documentation requirements

principles of biomedical science for anaesthesia:

electrical potential

fibreoptics

hydrostatic/atmospheric/oncotic pressure

oscillometry

photometrics/photoelectrics

thermistor

transducers

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including those required by tests specified in performance evidence

modelling of industry operating conditions, including presence of situations requiring problem solving in non-routine situations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTANA003 Assist with airway management

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence- incorporates content from multiple units, including HLTAN403D/HLTAN404D.

Application

This unit describes the skills and knowledge required provide assistance to the anaesthetist in airway management during anaesthesia and resuscitation, including difficult and emergency airways.

The unit applies to anaesthetic technicians working under the direction of, and in consultation with, an anaesthetist, in any hospital or day surgery setting.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Select, check and prepare airway management equipment in accordance with manufacturer’s guidelines	1.1 Review information about client and type of surgical procedure and anticipate type and calculate size of airway management equipment 1.2 Identify and respond to situations where anaesthetist needs to confirm selection 1.3 Conduct pre-use safety check of selected equipment 1.4 Diagnose airway management equipment faults and rectify within scope of role 1.5 Prepare and position equipment for use following safe manual handling techniques
2. Perform bag and mask ventilation	2.1 Position patient for bag/mask ventilation 2.2 Confirm adequate ventilation and rectify any issues preventing adequate ventilation 2.3 Insert oropharyngeal and/or nasopharyngeal airway if indicated 2.4 In consultation with the anaesthetist determine when to cease bag/mask ventilation
3. Assist with insertion of supraglottic airway devices (SAD)	3.1 Select, conduct pre-use check and prepare (SAD) 3.2 Anticipate needs of the anaesthetist 3.3 Assist with positioning of client 3.4 Provide assistance during insertion 3.5 Inflate cuff of SAD in accordance with manufacturer’s guidelines, clinical indications and anaesthetist’s directions 3.6 Secure airway into position when directed
4. Assist with insertion of endotracheal, orally or nasally and/or endobronchial tubes	4.1 Select, conduct pre-use check and prepare endotracheal or endobronchial tube and other intubation equipment 4.2 Assist with positioning of client for intubation 4.3 Anticipate needs of the anaesthetist 4.4 Provide assistance with insertion including use of stylet, bougie and/or cricoid manipulation 4.5 If applicable, inflate cuff according to industry standard. 4.6 When indicated, assist with insertion of throat pack including appropriate documentation of insertion/removal 4.7 If directed, use a stethoscope to identify breathing sounds 4.8 Secure airway into position when directed
5. Assist with rapid sequence induction	5.1 Determine rationale for rapid sequence induction 5.2 Select, conduct pre-use check and prepare equipment for rapid sequence induction 5.3 Inform client of procedures to be completed by the anaesthetic technician 5.4 Apply cricoid pressure , monitor patient for vomiting and remove pressure when instructed by the anaesthetist 5.5 Assist with insertion of endotracheal tube 5.6 Secure airway into position if directed.
6. Assist with predicted difficult airway/intubation	6.1 Discuss and confirm equipment preparation, intubation plan and contingencies with anaesthetist 6.2 Select, undertake pre-use safety checks and prepare required equipment 6.3 Inform client of tasks to be undertaken by anaesthetic technician. 6.4 Anticipate anaesthetist needs in patient preparation and assist throughout intubation 6.5 When appropriate, return clean equipment to storage location and send used equipment for processing. 6.6 Debrief with anaesthetic team on outcome of intubation.
7. Assist with connection/ disconnection of client to/from ventilation equipment	7.1 Select and prepare ventilation equipment and materials 7.2 Set ventilation modes and parameters and ensure warning devices are switched on, tested and are registering that the equipment is safe prior to use with client 7.3 Observe equipment whilst in use and take action immediately if fault develops to avoid danger to equipment, clients and staff 7.4 Follow established procedures to rectify faulty equipment 7.5 Check client’s physiological parameters when required or as directed by anaesthetist 7.6 Identify, validate and report deviations from acceptable limits of physiological parameters to the medical practitioner 7.7 Report signs of client discomfort, distress or adverse reaction to the anaesthetist
8. Assist in management of client’s airway during emergence phase	8.1 Assist anaesthetist with client positioning to facilitate management of client’s airway 8.2 Assist anaesthetist to optimise oxygenation of client 8.3 Assist with oral/nasal/endotracheal/SAD suctioning. 8.4 Assist anaesthetist as required during SAD removal or extubation and be prepared for possible reintubation 8.5 Provide reassurance to the client and take action to limit injury 8.6 Observe client’s condition throughout the procedure and take action when required or at the direction of the anaesthetist

Foundation Skills

The Foundation Skills describe those required skills (employability skills, language, literacy and numeracy) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTANA003 Assist with airway management

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence- incorporates content from multiple units, including HLTAN403D/HLTAN404D.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

followed established airway management processes and techniques including performing or assisting with at least 10 of each of the following:

pre-oxygenation

bag or mask ventiliation

Supraglottic Airway Device (SAD) insertion

oral insertion of endotracheal tubes

airway management during emergence

followed established airway management processes and techniques including performing or assisting with at least 3 of each of the following:

endobronchial tube insertion

nasal insertion of endotracheal tubes

laser tubes

rapid sequence induction

predicted difficult airway

attaching clients to ventilators

tracheostomy tube

performed or assisted with airway management on different client types of varied ages, both conscious and unconscious

responded and adapted to airway management problems:

routine

unpredictable

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national, state/territory) for airway management, and how these are applied in organisations:

codes of practice

duty of care

infection prevention and control

informed consent

mandatory reporting

privacy, confidentiality and disclosure

records management

rights and responsibilities of workers, employers and clients

work role boundaries – responsibilities and limitations

work health and safety (WHS)

considerations for airway management in different types of surgery, including:

general/regional/local anaesthetic and sedation

remote site - radiology, electroconvulsive therapy (ECT) & endoscopy

general/gastro-intestinal surgery

ear, nose and throat surgery

gynaecological surgery

obstetric surgery

orthopaedic surgery

vascular surgery

urological surgery

oral/dental/maxillofacial surgery

cardiothoracic surgery

neurosurgery

plastic surgery

trauma/emergency surgery

ophthalmic surgery

paediatric

airway equipment, including function and operating guidelines, use, indications and limitations, and criteria for withdrawal for:

laryngoscopes blades

fibreoptic bronchoscopes

videoscopes

cricothyrotomy kits

oral and nasal airways

oral endotracheal tubes

laser tubes

nasal endotracheal tubes

tracheostomy tubes

endobronchial tubes

supraglottic airway devices

jet insufflations

intubation adjuncts – bougie, stylet, Magill’s forceps

types of suction equipment, its indication for use and hazards associated with usage

airway management procedures, common issues and scope of technician role in:

bag or mask ventilation

Supraglottic airway device insertion

insertion of endotracheal tube, orally or nasally and endobronchial tubes

rapid sequence induction

predicted difficult airway

airway management during emergence

emergency airway algorithms

gas induction

client considerations for airway management:

relationship between client positioning techniques and optimal airway management

pre-medications and their effects on respiration

causes, signs and symptoms of loss of airway

remedial actions to address loss of airway

type of surgery, including shared airway

anatomy, physiology and pathophysiology factors that impact airway management for different client groups

medical terminology specific to airway management

roles and responsibilities of those participating in the anaesthetic procedure

Australian and New Zealand College of Anaesthetists (ANZCA) Policy guidelines and Difficult airway society guidelines

Assessment Conditions

The following aspects of the performance evidence must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace:

followed established airway management processes and techniques including performing or assisting with at least 10 of each of the following:

pre-oxygenation

bag or mask ventilation

SAD insertion

oral insertion of endotracheal tubes

airway management during emergence

The following aspects of the performance evidence must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions:

followed established airway management processes and techniques including performing or assisting with at least 3 of each of the following:

laser tubes

rapid sequence induction

predicted difficult airway

attaching clients to ventilators

nasal insertion of endotracheal tubes

endobronchial tube insertion

gas induction

tracheostomy tube

failed airway scenarios

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

airway management equipment:

nasal and oral endotracheal tubes

tracheostomy tubes

laryngoscopes, including video, conventional, McCoy and fibreoptic

video or fibreoptic bronchoscopes

endobronchial tubes/endobronchial blockers

other difficult intubation equipment

emergency airway equipment

intubation aids (e.g. stylet, bougie, exchange catheter)

oropharyngeal/nasopharyngeal airways

Supraglottic airways

anaesthetic circuits

self inflating bag resuscitator

face masks

connectors

filters

Magill’s forceps

general medical equipment:

suction equipment for oesophageal and tracheal suction

throat packs

lubricant

scissors

syringes

monitoring equipment:

electrocardiography (ECG)

stethoscope

oxygen and gas analyser, spirometer, airway pressure and carbon dioxide monitor

cuff pressure gauge

pulse oximetry

neuromuscular transmission monitor

arterial blood gas measurement

personal protective equipment

paediatric & adult mannequins for initial simulated assessment

modelling of industry operating conditions, including presence of situations requiring problem solving in non-routine situations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTANA004 Respond to anaesthesia related emergencies

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to recognise signs of client deterioration that pose an immediate threat to life and respond appropriately, including the preparation of drugs used in emergency situations.

This unit applies to anaesthetic technicians working under the direction of, and in consultation with, an anaesthetist/medical officer in any hospital or day surgery setting.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Recognise clinical emergencies	1.1 Recognise signs of deterioration in clients and immediately report to appropriate clinician 2.1 Monitor, interpret and promptly recognise abnormal equipment readings and immediately report abnormal values to anaesthetist/medical staff
2. Respond to clinical emergencies	2.1 Maintain client’s vital functions pending attendance of medical staff 2.2 Use communication escalation techniques according to organisation procedures 2.3 Promptly obtain emergency equipment and make ready for relevant medical staff 2.4 Assist the anaesthetist/medical staff to perform any emergency procedures under direction 2.5 Assist with the medical management of the client and allocate work to other team members according to priority
3. Prepare drugs for administration in emergency situations	3.1 Ensure required drugs, diluents and fluids are to hand 3.2 Read expiry date for each drug, diluent or fluid and check it has not been exceeded 3.3 Make accurate calculations to prepare drug to correct nature, quantity and dilution based on medical officer requirements 3.4 Check drugs with an authorised person prior to and after mixing 3.5 Use correct equipment and maintain sterility of drug and diluent 3.6 Check final drug dilution with anaesthetist or medical officer 3.7 Administer drugs under the direction and supervision of the anaesthetist 3.8 Complete medication documentation in accordance with organisation policies and procedures
4. Finalise emergency procedures	4.1 Document accurate and complete record of emergency situation and actions taken according to scope of own role 4.2 Participate in emergency de-brief according to organisation procedures 4.3 Review own role in emergency and identify potential actions to support future improvement

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTANA004 Respond to anaesthesia related emergencies

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

determined and actioned response to diverse emergency situations, including:

respiratory/ airway emergencies:

difficult/compromised airway

can’t intubate can’t ventilate

bronchospasm

pneumothorax

laryngospasm

aspiration

suxamethonium apnoea

hypoxia/hypoxaemia

hypercarbia

cardiac emergencies:

ventricular fibrillation

ventricular tachycardia

pulseless electrical activity

asystole

third degree heart block

cardiac arrhythmias which pose threat to life for individual clients

perioperative myocardial infarcts

cardiac tamponade

malignant hyperthermia

hypothermia

hypovolaemic shock/massive blood loss

severe hypotension

severe hypertension

pulmonary hypertension

anaphylactic shock

thromboembolism or pulmonary embolism – fat, thrombus, air/gas, amniotic fluid

pulmonary oedema & negative pressure pulmonary oedema

local anaesthetic toxicity

total spinal

metabolic and endocrine abnormalities

drug administration error and adverse drug reaction

septic shower

followed established procedures for use of emergency equipment/ consumables, including:

difficult airway trolley and other airway and suction equipment

cardiac arrest trolley and defibrillator

heating/cooling equipment

infusion/transfusion equipment

monitoring equipment

medications

chest drains

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national, state/territory) for emergencies, and how these are applied in organisations:

codes of practice

duty of care

infection prevention and control

informed consent

mandatory reporting

privacy, confidentiality and disclosure

records management

rights and responsibilities of workers, employers and clients

work role boundaries – responsibilities and limitations in emergencies

work health and safety

the following anaesthetic emergencies, their signs, symptoms, physiological and non-physiological causes, treatment or resolution and prediction:

respiratory/ airway emergencies:

difficult/compromised airway

can’t intubate can’t ventilate

bronchospasm

pneumothorax

laryngospasm

aspiration

suxamethonium apnoea

hypoxia/hypoxaemia

hypercarbia

cardiac emergencies:

ventricular fibrillation

ventricular tachycardia

pulseless electrical activity

asystole

third degree heart block

cardiac arrhythmias which pose threat to life for individual clients

perioperative myocardial infarcts

cardiac tamponade

malignant hyperthermia

hypothermia

hypovolaemic shock/massive blood loss)

severe hypotension

severe hypertension

pulmonary hypertension

anaphylactic shock

thromboembolism or pulmonary embolism – fat, thrombus, air/gas, amniotic fluid

pulmonary oedema & negative pressure pulmonary oedema

local anaesthetic toxicity

total spinal

metabolic and endocrine abnormalities

drug administration error and adverse drug reaction

septic shower

external emergencies including equipment failure, equipment/consumable supply shortage, weather events, fire and power outage

algorithms used to de-escalate anaesthetic emergencies

crisis management basic principles including internal and external crisis sources

methods, principles and procedures for dealing with emergencies, including:

problem solving techniques

graded assertiveness

crisis communication principles

clinical handover

multidisciplinary team structure and functions

situation monitoring/situational awareness

massive transfusion protocol

Australian Resuscitation Council guidelines

Australian and New Zealand College of Anaesthetists (ANZCA) Anaphylaxis guidelines

ANZCA Malignant hyperthermia guidelines

features, functions and safe use of emergency equipment

emergency drug administration:

equipment

routes of administration in anaesthesia context

types, functions and effects of different drugs

legislation and protocols

Assessment Conditions

Skills must have been demonstrated in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including those to simulate management of all emergencies identified in the Performance Evidence:

modelling of industry operating conditions, including presence of situations requiring problem solving in non-routine situations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTANA005 Maintain quality and supply of anaesthetic equipment and consumables

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTAN408/HLTAN506. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to check functioning of equipment, implement routine and planned equipment maintenance, and maintain the supply of anaesthetic supplies. It also covers the evaluation of new equipment.

The unit applies to anaesthetic technicians working in any hospital or day surgery setting.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards, and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Check functioning and conduct routine maintenance	1.1 Check availability of minimum equipment requirements as per Australia New Zealand College of Anaesthetists (ANZCA) policy guidelines 1.2 Perform safety checks 1.3 Ensure anaesthetic equipment is functioning correctly and rectify any routine problems 1.4 Clean and safely store equipment 1.5 Report hazardous, damaged or faulty equipment and arrange repairs 1.6 Disassemble and clean anaesthetic equipment 1.7 Dispose of disposable/single use items
2. Maintain adequate stock levels of anaesthetic consumable items	2.1 Access and interpret stock documentation, store and rotate stock, check stock levels and take action to maintain supply 2.2 Communicate unavailability of stock to relevant personnel 2.3 Identify when to withdraw and dispose of stock in compliance with health hazard notices and environmental protection authority 2.4 Dispose of expired stock safely in accordance with legislative requirements 2.5 Ensure product disclosure information, technical data sheets and material safety data sheets are available and referenced as required
3. Implement planned maintenance	3.1 Identify maintenance procedures and appropriate documentation 3.2 Maintain anaesthetic and monitoring equipment 3.3 Complete regular servicing in accordance with scope of own role 3.4 Complete accurate maintenance documentation and escalate to relevant personnel any issue 3.5 Review maintenance records and update
4. Arrange repairs of anaesthetic equipment	4.1 Identify anaesthetic equipment faults and place safety hazard label on anaesthetic equipment 4.2 Complete repair request documentation and give to relevant personnel for actioning 4.3 Complete routine and minor anaesthetic equipment repairs
5. Orientate staff to anaesthetic and monitoring equipment	5.1 Provide instruction on anaesthetic equipment to other members of the multidisciplinary team 5.2 Provide in-service training on anaesthetic equipment to other members of the multidisciplinary team
6. Evaluate anaesthetic and monitoring equipment for purchase	6.1 Develop evaluation criteria and documentation for equipment being considered for trialling or purchase in consultation with the anaesthetist 6.2 Apply agreed criteria to evaluation and provide recommendations for purchase 6.3 Provide feedback to companies on products under development, as requested

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTANA005 Maintain quality and supply of anaesthetic equipment and consumables

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTAN408/HLTAN506. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

followed legislation, industry standards & code of practice, manufacturer’s guidelines and organisation procedures to maintain the standard and supply of anaesthetic equipment and supplies for at least one facility, including:

routine cleaning and care

planned maintenance and servicing

arranging repairs

testing for functionality and safety, including ANZCA level 2 and level 3 check of the anaesthetic machine

provided in service training on at least one piece of equipment

evaluated one piece of equipment

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

types of anaesthetic equipment and consumables required:

medications, forms and other consumables

anaesthetic airway, breathing, infusion monitoring devices

emergency equipment

non-disposable equipment

areas that require anaesthesia related equipment and consumables:

anaesthetic and emergency trolleys

induction room and/or store rooms

anaesthetic machines

set-up & safety checks, principles & limitation of operation, features/functions and safe use of anaesthetic and monitoring equipment, including their service schedule, storage, disassembly and cleaning requirements, including:

anaesthetic machine and components, including:

alarms and measurement devices

suction and scavenger

ventilator

bulk and local gas supply equipment

vaporisers

breathing systems/circuits and attachments

airway and breathing equipment including:

fibreoptic, video and other intubation aids

consumables

breathing circuits and portable ventilators

invasive and no-invasive monitoring equipment

emergency equipment

thermoregulation equipment

infusion and rapid infusion equipment

tourniquets and exsanguinators

antithromboembolitic

diathermy

routine problems that occur with different types of equipment and how to rectify within own scope

principles of physics and measurement as it relates to anaesthetic practice, including:

thermodynamics

gas laws

fluid dynamics

potentiometry

optics

transducers

vaporisation

ultrasound

basic electronic components and their function

legal and ethical considerations (national, state/territory) for management of equipment and consumables, and how these are applied in organisations:

codes of practice

duty of care

infection prevention and control

records management

rights and responsibilities of workers and employers

work role boundaries – responsibilities and limitations

work health and safety (WHS):

electrical safety requirements for equipment

gas safety

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, modelling of industry operating conditions, including presence of situations requiring problem solving in non-routine situations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTANA006 Assist with clinical procedures used in anaesthesia

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to plan and prepare for anaesthesia for a range of surgical specialities, and provide assistance to the anaesthetist during regional anaesthesia, invasive monitoring and other anaesthetic related procedures. It includes the ability to prepare and monitor both client and equipment during the procedure.

This unit applies to anaesthetic technicians working under the direction of, and in consultation with, an anaesthetist in any hospital or day surgery setting.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Prepare client and equipment	1.1 Read procedure information, check anaesthetist requirements and surgical factors that may impact on the anaesthetic procedure 1.2 Develop and communicate individualised anaesthesia plan in collaboration with anaesthetist 1.3 Select and prepare equipment and materials in relation to sequence and requirements of the clients and their anaesthetic procedure 1.4 Ensure all relevant anaesthetic equipment and materials are clean/disinfected/sterile, functioning correctly, prepared for use, and if necessary, calibrated 1.5 Position equipment and materials for accessibility 1.6 Accurately document accountable anaesthetic items 1.7 Position the client for the procedure and provide optimum conditions to facilitate access 1.8 Check environment for administration of anaesthesia and adjust accordingly
2. Provide assistance to the anaesthetist	2.1 Provide assistance to the anaesthetist during anaesthetic procedures and the induction, maintenance and completion of anaesthesia 2.2 Check client’s physiological parameters when required or as directed by anaesthetist 2.3 Complete required documentation 2.4 Identify, validate and report deviations from acceptable limits of the client’s physiological parameters to the anaesthetist 2.5 Report signs of client discomfort, distress or adverse reaction to the anaesthetist 2.6 Assist with the perioperative medical management of the patient
3. Restore equipment and environment at completion of procedure	3.1 Clean, disinfect or sterilise equipment in accordance with infection control guidelines and manufacturer’s instructions 3.2 Manage faulty equipment in accordance with organisation policies and procedures and manufacturer's guidelines 3.3 Restore the environment to required status 3.4 Restock consumables according to facility requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTANA006 Assist with clinical procedures used in anaesthesia

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

planned, prepared and assisted during induction, maintenance and completion of anaesthesia for each of the following for at least two lists each:

general surgery/gastro-intestinal – major laparotomy & minor surgery

ear, nose and throat surgery

gynaecological surgery - major & minor

obstetric surgery

orthopaedic surgery - major & minor

vascular surgery - major & minor

urological surgery - major & minor

ophthalmic surgery

paediatric – minor ear nose and throat (ENT), general & orthopaedic

remote site anaesthesia – radiology, electroconvulsive therapy (ECT), endoscopy

provided assistance with each of the following procedures on at least 3 occasions, ensuring use of aseptic technique:

spinal

arterial line

central venous catheter

provided assistance with each of the following procedures on at least 2 occasions, ensuring use of aseptic technique:

local

regional blocks including use of ultrasound

upper limb

lower limb

TAP block

epidural/combined spinal-epidural

caudal

peripherally inserted central catheter

midline catheter

transoesophageal echocardiograph (TOE)

blood patch

intercostal drainage

pain management procedures (e.g. chemical sympathectomy)

vascular 'cut downs'

external pacing

pulmonary artery catheter

balloon pump

intracranial pressure monitoring

12 lead ECG

monitored physiological parameters with reference to standard values of normal physiological function for each client’s usual parameters

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national, state/territory) for clinical procedures, and how these are applied in organisations:

codes of practice

duty of care

infection prevention and control

informed consent

mandatory reporting

privacy, confidentiality and disclosure

records management and clinical documentation

rights and responsibilities of workers, employers and clients

work role boundaries – responsibilities and limitations

work health and safety (WHS)

types of regional and invasive procedures, how they are performed, and the anaesthetic technician’s role, for the following:

spinal

epidural

combined spinal-epidural

caudal

local

regional blocks, including use of ultrasound

upper limb

lower limb

TAP block

blood patch

arterial line

central venous catheter

peripherally inserted central catheter (PICC)

midline catheter

transoesophageal echocardiograph (TOE)

intercostal drainage

pain management procedures

vascular 'cut downs'

external pacing

pulmonary artery catheter

balloon pump

intracranial pressure monitoring

cell salvage/autotransfusion

12 lead ECG

spinal cord monitoring

types of equipment used for regional and invasive procedures, including function and operating guidelines, use, indications and limitations, and criteria for withdrawal

monitoring of and maintenance of stock levels perioperatively, including CO2 absorber, medications, fluids, consumables

anatomy, physiology factors that impact regional and invasive procedures for different client groups

pre-medications and their effects

types of surgery – emergency/urgent/elective/day case

types of common surgical procedures, their classification and factors for planning, preparation and management of anaesthesia, including:

general surgery/gastro-intestinal – major laparotomy & minor

ear, nose and throat surgery

gynaecological surgery - major & minor

obstetric surgery

orthopaedic surgery - major & minor

vascular surgery - major & minor

urological surgery - major & minor

ophthalmic surgery

paediatric – minor ENT, general & orthopaedic

dental/faciomaxillary surgery

cardiothoracic Surgery

neurosurgery

plastic/Reconstructive Surgery

trauma/emergency surgery

remote site anaesthesia - radiology, ECT/endoscopy

indications for surgery and risk factors

surgical approaches and duration of surgery

position of clients for surgery

common anaesthetic and surgical complications

risk of anaesthetic technique for surgical procedure

specialty medications required perioperatively

expected blood loss for different types of surgery

events during surgery that could affect anaesthesia, including:

massive blood loss

client repositioning

cross clamping and unclamping of aorta and other major blood vessels

orthopaedic bone cement syndrome

transurethral resection of the prostate (TURP) syndrome

application/release of tourniquet

tourniquet time

abdominal carbon dioxide insufflation

co-existing diseases and their perioperative medical management

age of the client and associated risks

types of anaesthetic techniques and preference card systems

intraoperative procedures, including:

nasogastric tube placement and suctioning

endotracheal tube suctioning

tracheostomy toileting

rapid infusion, blood transfusion & massive transfusion protocol

fluid balance-urine, gastric, blood loss & infusion

invasive/non-invasive clinical measurements

airway exchange

pain management techniques

invasive/non-invasive clinical measurement planning options

airway management planning options

ancillary equipment choices

pressure and nerve care

normal range of motion for client

thermal management

prevention of thromboembolism

patient emotional and physiological responses to surgery

procedures for transfer of anaesthetised patient to intensive care or radiology and equipment used

communication techniques within multidisciplinary team in operating theatre environment

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including those required by procedures nominated in the Performance Evidence

modelling of industry operating conditions, including presence of situations requiring problem solving in non-routine situations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTANA007 Monitor medications in the anaesthetic environment

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to access and prepare medications, fluids, blood and blood products prescribed by the anaesthetist, to monitor client responses.

The unit applies to anaesthetic technicians working under the direction of, and in consultation with, an anaesthetist in any hospital or day surgery setting.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Access medications	1.1 Access medications when directed by anaesthetist or other health professional 1.2 Follow legal and organisation procedures to obtain drugs 1.3 Identify indication of medication
2. Prepare medications for administration	2.1 Read client records for information that may impact medication administration 2.2 Communicate details from client records to anaesthetist or health professional 2.3 Accurately measure, calculate and confirm medication dosages as directed by health professional and in accordance with requirements for specific medications 2.4 Aseptically prepare and correctly label intravenous drugs 2.5 Program infusion device and confirm program with second authorised person 2.6 Safely dispose of waste and sharps
3. Monitor and record client responses	3.1 Identify adverse client responses and report to anaesthetist 3.2 Recognise and respond to acute and delayed adverse reactions to drugs within role of responsibility 3.3 Accurately record responses
4. Store medications	4.1 Secure, restock and store medications according to law and health care environmental policy 4.2 Identify and dispose of date expired medications 4.3 Complete accurate drug documentation
5. Prepare for and administer intravascular fluid, blood or blood products	5.1 Access and select intravascular solution, blood or blood product according to prescription 5.2 Confirm selected solution is fit for use 5.3 Select infusion set, connectors and/or filters 5.4 Assemble equipment and materials and prime in an aseptic manner ready for use 5.5 Program equipment according to prescription and confirm client identity with another authorised person 5.6 Administer and monitor infusion and infusion site 5.7 Store infusion equipment and solutions correctly

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTANA007 Monitor medications in the anaesthetic environment

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

accessed, prepared and monitored medications, fluids, blood and blood products in accordance with legislation and the organisation’s medication and delegation policies and practice under the supervision of a health professional on at least 10 different occasions

administered crystalloids, colloids, blood & blood products

programmed infusion devices at least twice

set up rapid infusion device at least twice

prepared drugs for administration via each of the following routes at least twice:

inhalational

intravenous

intramuscular

oral

subcutaneous

topical

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national, state/territory) for the handling and administration of medications, and how these are applied in organisations:

approved drug and fluid abbreviations

Australian and New Zealand scheduling for drugs and poisons

Australian and New Zealand Society of Blood Transfusion guidelines (ANZSBT)

codes of practice

records management requirements

storage

work role boundaries – responsibilities and limitations

rights and responsibilities of workers, employers and clients

work health and safety (WHS)

pharmacology for drugs commonly used in anaesthesia, including:

sources of drugs (natural/endorphins/synthetic)

drug nomenclature (chemical/generic/brand names)

drug classifications

common abbreviations

pharmacodynamics - drug receptor interactions/dose-response relationships/therapeutic index

pharmacokinetics (ADME) absorption/distribution/metabolism/excretion

pharmacotherapeutics

adverse drug reactions and interactions

toxicity/toxicology

drug administration routes:

enteral medication – endotracheal, sublingual, buccal, rectal, vaginal, urethral

parenteral medication - intravenous, intramuscular, intraosseous, intracardiac, intraarticular, intrauterine, intrathecal, subcutaneous, intra-arterial, inhalational

topical medication - subcutaneous, transnasal, transdermal, ocular, inhalational, aural

formulations, including

wafers

tablets

lozenges

capsules

elixir

suspension

solutions

creams

major drug groups used in anaesthesia - presentation, formulation, indication, mode of action, system of delivery and administration routes, precautions, side effects, contraindications and adverse reactions, storage requirements, factors influencing drug actions, dosage variations for different types of clients for all of the following:

inhalational induction agents

intravenous induction agents

analgesics

non steroidal anti-inflammatory drugs (NSAID)

anti-emetics

muscle relaxants

respiratory medications

anticoagulants

local anaesthetics

antibiotics

cardiovascular medication, including diuretics

electrolytes

drugs used in the management of the following conditions (which may complicate or co-exist with anaesthesia):

adrenal dysfunction

anaphylaxis

angina

bronchospasm

cardiac arrest

cardiac arrhythmias

congestive heart failure

coagulopathies

deep vein thrombosis

endocrine dysfunction

hypoglycaemia

hypotension

hyperglycaemia

hypertension

pulmonary oedema/embolism

raised intracranial/intra-ocular pressure

respiratory depression/compromise

stroke

seizure

uterine atony

methods of drug preparation, including:

dilutions

reconstitutions

factors to consider when calculating medication dosages including:

calculation formulae

calculation of dosages of injectable drugs (liquid, solid, unit dosages)

flow rate drops per minute

flow rate millilitres per hour

duration of infusion

paediatric dosage calculations (body weight, surface area, age related dose reduction)

geriatric dosage calculations (body weight, surface area and age)

methods of storage and handling of medication

equipment for administration of medications, including:

volumetric pumps

syringe drivers

consumables

infusion products and equipment:

rapid infusers

warming devices

burettes

infusion sets and attachments

blood and blood products

crystalloids

colloids

massive transfusion protocol

emergency medical management of anaphylaxis and adverse drug/fluid reactions

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

manufacturer’s instructions

organisation policies and procedures

MIMS

Australian & New Zealand Society of Blood Transfusion (ANZSBT)

Australian and New Zealand College of Anaesthetists (ANZCA)

medications

modelling of industry operating conditions, including presence of situations requiring problem solving in non-routine situations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTARO001 Develop aromatherapy practice

Modification History

Release	Comments
Release 2	This version was released in HLT Health Training Package release 3.0. Update to mapping and metadata. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLTARO401C. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit of competency describes the skills and knowledge required to establish the foundations of aromatherapy practice, evaluate what makes a sustainable practice and then to develop an approach to own practice.

This unit applies to aromatherapists.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish foundations of aromatherapy practice	1.1 Identify, access and interpret information on central philosophies of aromatherapy practice 1.2 Evaluate the aromatherapy system of treatment and its application to current health issues 1.3 Compare and contrast aromatherapy, other complementary health modalities and broader health practice
2. Represent the aromatherapy framework	2.1 Determine information needs of different individuals and groups 2.2 Identify key messages that represent the philosophy and practice of aromatherapy 2.3 Communicate information about aromatherapy at level of depth appropriate to audience needs
3. Determine requirements for sustainable aromatherapy practice	3.1 Identify key issues that affect the development and sustainability of professional practice 3.2 Take account of economic, environmental, human and social considerations and their impact on professional practice 3.3 Establish a personal health strategy that supports aromatherapy practice 3.4 Access, interpret and collate information that supports professional practice
4. Develop approach to own practice	4.1 Reflect on professional goals and aspirations 4.2 Identify and assess professional opportunities in aromatherapy 4.3 Reflect on the opportunities and constraints of individual personal circumstances 4.4 Make decisions about practice direction, based on reflection and research 4.5 Develop practical strategies that address own practice goals

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTARO001 Develop aromatherapy practice

Modification History

Release	Comments
Release 2	This version was released in HLT Health Training Package release 3.0. Update to mapping and metadata. Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLTARO401C. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

used critical thinking skills to:

review and reflect on information from a range of sources about aromatherapy practice

evaluate and articulate requirements for sustainable aromatherapy practice

communicated key messages about aromatherapy therapy to meet the information needs of at least 3 different individuals or groups

developed goals for own practice that reflect the values and philosophies of aromatherapy

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

philosophies and principles of aromatherapy therapy:

historical development of aromatherapy

central philosophies

key individuals contributing to development

aromatherapy system of treatment

different types of aromatherapy treatments and their key benefits, features and purpose

psycho-aromatherapy – how this terms is used, what it is and the role of mind-body connection in aromatherapy practice

key features of complementary therapies used in conjunction with aromatherapy, including:

massage

reflexology

key features of allied health services and their relationship to aromatherapy, including:

reflexology

naturopathy

counselling

place of aromatherapy practice in the broader health care system

features and differences of allopathic and naturopathic approaches to health and health treatments

professional aromatherapy networks and industry bodies

features of aromatherapy product retailing

different models of professional aromatherapy practice and their key features:

sole practitioners

employment opportunities in retail and multi-modality clinics

issues for consideration in personal health strategy:

health and diet

rest

exercise

stress management

personal contraindications to particular aromatic plant oils

components of sustainable practice:

economic – opportunities and viability

environmental

human – personal health, professional development

social responsibility

aromatherapy self-care

legal and ethical considerations (national and state/territory) and how these are applied in individual practice:

children in the workplace

codes of conduct

continuing professional education

discrimination

dignity of risk

duty of care

human rights

infection control

informed consent

insurance requirements

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

work role boundaries – responsibilities and limitations

work health and safety

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTARO002 Source and prepare aromatherapy products

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Additional assessor requirements

Application

This unit describes the skills and knowledge required to source safe and reliable aromatherapy ingredients and products, and to prepare customised oil blends and other products for use in aromatherapy practice using a sound knowledge of chemistry. It does not include the preparation of aromatic medicines for internal use.

This unit applies to aromatherapists.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Recognise factors that affect chemistry and quality of aromatherapy products	1.1 Evaluate the chemistry and chemical processes that affect the properties and quality of aromatherapy products 1.2 Evaluate the impact of different production processes on the chemistry and quality of aromatic plant oils
2. Source product suppliers	2.1 Establish options for the supply of natural and manufactured aromatherapy products 2.2 Evaluate the quality of suppliers and their products based on standards used to indicate aromatic plant oil quality 2.3 Obtain products from authorised and reputable sources
3. Handle and store products	3.1 Determine storage requirements for different types of aromatherapy ingredients and products 3.2 Maintain ingredient and product integrity through correct handling and storage 3.3 Maintain stock levels according to clinic requirements
4. Prepare oil formulations for use in products	4.1 Establish form and quantity of products from order or treatment plan 4.2 Select and assemble ingredients according to order or client requirements 4.3 Select, check and prepare equipment for operational readiness 4.4 Follow procedures to prevent contamination of or by the product 4.5 Make accurate calculations for quantities and ratios 4.6 Blend ingredients according to aromatherapy methodology
5. Finalise product processes	5.1 Package and label correct quantities into suitable containers with clear and accurate labelling as per legal requirements 5.2 Provide accurate instructions for administration and care of products as required 5.3 Complete accurate documentation according to clinic guidelines and legal and workplace requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTARO002 Source and prepare aromatherapy products

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Additional assessor requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

investigated and confirmed reliable sources of natural and manufactured aromatherapy products

followed preparation processes that meet pharmaceutical guidelines and legal requirements for at least 20 different aromatherapy products:

checked materials and equipment

followed processes that protect integrity of the product

made accurate calculations and measurements

packaged and accurately labelled products

completed accurate documentation

prepared different product types, including all of the following at least 3 times:

creams

ointments

lotions

oil blends

tinctures

extracts

gels

balms

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for the preparation and supply of aromatherapy products:

Therapeutic Goods Administration (TGA) guidelines

labelling

principles of manufacturing

quality control procedures

records management

work health and safety – hazards and controls for aromatherapy products

chemistry fundamentals used in aromatic therapy product preparation:

classification of substances

understanding matter

chemical reactions

atomic structure, elements and the periodic table

molecules, molecular formula and compounds

bonding

isoprene units

variability in carbon-based molecular structure

name and structure of functional groups

alcohols

phenols

aldehydes

ketones

acids

esters

ethers

solubility and the differences between hydrophilic, hyrdrophobic, lipophilic and lipophobic

sources of aromatherapy ingredients and products and methods to determine quality of supplies

plant identification systems

common names

synonym

botanical names

plant families

essences and how they relate to plant materials

processes used to obtain aromatic material:

extraction methods

distillation

cohabation

rectification

differences between essential oils and carrier oils

origins, chemical components, properties and uses of at least 60 essential oils, including interactions and synergies:

odiferousity

volatility

flammability

concentration

viscosity

lipophilicity

origins, chemical components, properties and uses of at least 15 carrier oils:

grading process

how they are used as additives

extraction methods

features of other mediums used as carrier oils in aromatherapy:

alcohol

clay

creams

dispersants

gels

hydrosols

macerations

lotions

ointments

tinctures

water

techniques to prepare aromatherapy products from source materials, including:

creams

ointments

lotions

oil blends

tinctures

extracts

gels

balms

aromatherapy product preparation equipment and instrumentation components, their purpose and operation

handling and storage requirements to maintain integrity of products before, during and after preparation:

types and colour of containers

decantation

use of drop dispensers

exposure to heat and light

types of instructions that accompany aromatherapy products, including dosage and treatment protocol

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated dispensary environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

secure storage areas

measuring equipment

sterile containers

labels

natural and manufactured aromatherapy products

modelling of industry operating conditions, including preparation of products for the general public

supervision by a person who meets the assessor requirements outlined below

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must:

have at least 3 years current clinical experience working as a clinical aromatherapist providing services to the general public

hold practising membership of an Australian professional body that represents clinical aromatherapists

fulfil the continuing professional development requirements of the professional body to which they belong

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTARO003 Perform aromatherapy health assessments

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTARO402B/HLTARO405B/HLTARO406B. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements.

Application

This unit describes the skills and knowledge required to assess the needs of clients presenting with therapeutic needs. It requires the ability to gather client information, make an overall assessment about treatment needs and bring information together to develop a treatment plan.

This unit applies to clinical aromatherapists.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine scope of client needs	1.1 Explore and clarify client expectations 1.2 Provide clear information about scope and limits of services to be provided 1.3 Collect accurate and relevant information and record in a form which can be interpreted readily by other professionals 1.4 Recognise needs that are beyond scope of own practice and make referrals to other health care professionals as required 1.5 Identify and respond to any barriers to information gathering and assessment 1.6 Seek client information respectfully and sensitively, using purposeful, systematic and diplomatic questions 1.7 Manage information in a confidential and secure way
2. Assess presenting signs and symptoms of condition	2.1 Provide information about the physical assessment process and obtain client consent to proceed 2.2 Follow clinical and practitioner hygiene procedures 2.3 Seek client feedback on comfort levels and maintain client dignity at all times 2.4 Assess client through palpation 2.5 Integrate observation and sensory information gathering techniques 2.6 Use ongoing questioning with client to gain further information as required
3. Develop holistic aromatherapy treatment plan	3.1 Correlate results of physical assessment of presenting condition with case history 3.2 Consider available western medical or current aromatherapy research information and incorporate into analysis within scope of own practice 3.3 Identify condition according to stage and related implications 3.4 Identify indication or contraindication precautions determined by assessment as part of treatment planning 3.5 Select appropriate aromatherapy compounds in accordance with optimal methods of administration based on client assessment indications 3.6 Determine dose, duration and frequency of treatments 3.7 Use professional judgement to draw sound conclusions about treatment needs 3.8 Accurately document proposed treatment plan
4. Confirm assessment and treatment plan with client	4.1 Discuss assessment and rationale with the client 4.2 Assign and agree priorities and expectations in consultation with the client 4.3 Respond to client enquiries using language the client understands 4.4 Discuss referral and collaborative options with the client as required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTARO003 Perform aromatherapy health assessments

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTARO402/405/406. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of aromatherapy client consultation work

prepared for and managed at least 60 different aromatherapy assessments. Clients must include males and females from different stages of life with varied presentations

used an aromatherapy framework to assess the therapeutic needs of clients using all of the following techniques:

observation

palpation

skin inspection

interacted effectively with clients:

clearly articulated information about services, treatment options and rationale

engaged clients in decision making

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for client assessment:

codes of conduct

duty of care

informed consent

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

work role boundaries

working within scope of practice

presenting symptoms that require referral to a medical practitioner

work health and safety

referral options for practitioners:

professional health services including complementary health modalities

community resources and support services

types and availability of further medical testing

factors and barriers that may impact on assessment

physical

psychological

cultural

factors that affect individual health status:

constitution

lifestyle

diet

personal and medical history

values and attitudes

balance of rest and activity

physical environment

social environment

client information required for assessment and the scope and depth of information needed around:

client objectives and expectations

client history and its components

client current state of health

signs and symptoms

onset

duration

location

quality and severity

non-verbal

different ways that signs and symptoms of conditions present and how these are interpreted in an aromatherapy framework:

physical

psychological

social

spiritual

aromatherapy diagnostic techniques, how and when they are used

observation

palpation

skin inspection

ways in which aromatic plant oils and carrier mediums enter the body:

absorption

metabolism

olfactory

respiratory

orally

via other orifices

degree to which different oils penetrate the epidermis

how essential oils interact with different body systems, including:

integumentary system

respiratory system

neuroendocrine system

immune system

features of aromatic plant oils that benefit disorders of different body systems:

integumentary (eczema, psoriasis, burns, wounds)

respiratory

nervous (olfactory, limbic)

circulatory

muscular

digestive

reproductive

endocrine

aromatherapy materia medica, including the properties and therapeutic uses of at least 60 essential oils

indicators for the use of different administration methods, including:

massage

baths

vapourisation

compresses

topical applications

possible reactions, contra-indications to treatment and/or limitations for aromatherapy assessment and treatment

relational dynamics within and between human behaviour, anatomy and physiology, pathology and the natural world

treatment planning techniques and considerations

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated clinical environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

health assessment consultation forms

private consultation area

modelling of industry operating conditions, including provision of services to the general public

clinic supervision by a person who meets the assessor requirements outlined below for at least 80 of the 120 hours of client consultation work

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must:

have at least 3 years current experience working as a clinical aromatherapist providing services to the general public

hold practising membership of an Australian professional body that represents clinical aromatherapists

fulfil the continuing professional development requirements of the professional body to which they belong

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTARO004 Provide therapeutic aromatherapy treatments

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements.

Application

This unit describes the skills and knowledge required to prepare for and provide therapeutic aromatherapy treatments other than massage. Treatments are based on the outcomes of an existing health assessment.

This unit applies to clinical aromatherapists.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare client for treatment	1.1 Interpret treatment plan and clearly outline how the treatment will be provided and managed 1.2 Explain factors which may interfere with the effectiveness of the treatment 1.3 Inform the client of possible physical or emotional reactions during and following a session and the appropriate course of action to take 1.4 Follow established protocols to physically prepare the client for treatment 1.5 Confirm client consent for treatment
2. Prepare treatment oils and equipment	2.1 Select oils and ingredients based on assessment indications and treatment plan 2.2 Blend and prepare oils to suit the treatment and its mode of administration 2.3 Select and safely set up equipment according to treatment requirements
3. Administer aromatherapy treatments	3.1 Follow established aromatherapy treatment sequences and techniques using prepared oils and products 3.2 Use the condition and response of the client as a continual feedback to the initial assessment 3.3 Position client to optimise their comfort while allowing for optimum application of techniques 3.4 Maintain client dignity through use of draping where required 3.5 Maintain postures that ensure a controlled distribution of body weight 3.6 Maintain client-focused attention throughout the treatment session 3.7 Recognise reactions to treatment and respond promptly if necessary
4. Provide advice and resources to the client	4.1 Provide clear information on therapeutic techniques being used, their therapeutic benefits and the underpinning philosophy 4.2 Educate client in relevant and practical techniques that support the treatment plan 4.3 Answer client queries with clarity, using appropriate language 4.4 Use honesty and integrity when explaining treatment plans, schedules and recommendations to the client 4.5 Promote client independence and responsibility in treatment when appropriate 4.6 Accurately document treatment provided and recommendations made to client

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTARO004 Provide therapeutic aromatherapy treatments

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of aromatherapy client consultation work

prepared for and managed at least 60 aromatherapy treatment sessions. Clients must include males and females from different stages of life with varied presentations

provided each of the following therapeutic treatments during the client consultation sessions according to client needs and aromatherapy principles and procedures:

compresses

poultices

mists/spritzes

dermal applications

vapourisation/inhalation

frictions

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for treatment provision:

codes of conduct

duty of care

informed consent

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

work role boundaries

working within scope of practice

presenting symptoms that require referral to a medical practitioner

work health and safety

aromatherapy treatment techniques and how to apply them, including what each technique does, what effects it might have and what the cautions and contraindications are – for the following:

compresses

poultices

mists/spritzes

dermal applications

vapourisation/inhalation

hydrotherapy – foot/hand bath, sitz, bath/spa, shower to prepare for homecare

frictions

potential reactions during treatment and how to respond:

discomfort

emotional reactions

feedback - verbal, tactile, visual

muscular spasms

body temperature discomfort

deep relaxation

potential reactions following treatment and appropriate client advice to provide

types of advice and resources that can be provided to clients for their use outside the clinical environment

documentation requirements for recording treatment details

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated clinical environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information – case history, treatment plan

private consultation area

towels/sheets for draping

essential oils

compresses

poultices

mists/spritzes

dermal applications

vapourisation/inhalation equipment

modelling of industry operating conditions, including provision of services to the general public

clinic supervision by a person who meets the assessor requirements outlined below for at least 80 of the 120 hours of client consultation work

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must:

have at least 3 years current experience working as a clinical aromatherapist providing services to the general public

hold practising membership of an Australian professional body that represents clinical aromatherapists

fulfil the continuing professional development requirements of the professional body to which they belong

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTARO005 Provide aromatherapy massage treatments

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements.

Application

This unit describes the skills and knowledge required to prepare for, provide and monitor aromatherapy massage treatments, including the Micheline Arcier aromatherapy full body massage. Treatments are based on the outcomes of an existing health assessment.

This unit applies to clinical aromatherapists.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare client for treatment	1.1 Interpret treatment plan and clearly outline how the treatment will be provided and managed 1.2 Explain factors which may interfere with the effectiveness of the treatment 1.3 Inform the client of possible physical or emotional reactions during and following a session and the appropriate course of action to take 1.4 Follow established protocols to physically prepare the client for treatment 1.5 Confirm client consent for treatment
2. Formulate aromatherapy massage blends	2.1 Select aromatic plant oils as indicated for their therapeutic action on areas to be massaged 2.2 Integrate findings of health assessment into oil selection 2.3 Check client aroma preferences 2.4 Blend oils using proportions appropriate to areas to be massaged, presenting condition and client characteristics
3. Follow aromatherapy massage techniques and sequences	3.1 Determine treatment sequence, location and degree of pressure according to assessment indications 3.2 Use the condition and response of the client as a continual feedback to the initial assessment 3.3 Position client to optimise their comfort and support while allowing for optimum application of techniques 3.4 Maintain client dignity through use of draping 3.5 Maintain therapist postures that ensure a controlled distribution of body weight 3.6 Maintain client-focused attention throughout the treatment session 3.7 Recognise reactions to treatment and respond promptly if necessary
4. Provide advice and resources to the client	4.1 Educate client in relevant and practical techniques that support the treatment plan 4.2 Answer client queries with clarity, using appropriate language 4.3 Use honesty and integrity when explaining treatment plans, schedules and recommendations to the client 4.4 Promote client independence and responsibility in treatment when appropriate 4.5 Discuss and agree on evaluation strategies 4.6 Accurately document treatment provided and details of client communications

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTARO005 Provide aromatherapy massage treatments

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of aromatherapy client consultation work

prepared for and managed at least 60 aromatherapy massage sessions. Clients must include males and females from different stages of life with varied presentations

provided aromatherapy massage treatments:

full body massage using Micheline Arcier technique

partial body massages

selected and used blends suited to both client and condition

followed correct sequences and used all of the following techniques appropriately:

effleurage

energy techniques

lymphatic drainage

cross over stroke

longitudinal stroking

passive soft tissue movement

gliding techniques

kneading

friction techniques

compressive techniques

percussion techniques

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for massage treatments:

codes of conduct

duty of care

informed consent

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

work role boundaries

working within scope of practice

presenting symptoms that require referral to a medical practitioner

work health and safety

aromatherapy and other massage techniques and how to apply them, including what each technique does, what effects in might have and what the cautions and contraindications are, for the following:

effleurage

energy techniques

lymphatic drainage

cross over stroke

longitudinal stroking

passive soft tissue movement

gliding techniques

kneading

friction techniques

compressive techniques

percussion techniques

endangerment sites - where they are and how to use palpatory skills in these areas according to scope of practice

potential reactions during treatment and how to respond:

discomfort

emotional reactions

feedback - verbal, tactile, visual

muscular spasms

body temperature discomfort

deep relaxation

potential reactions following treatment and appropriate client advice to provide

types of advice and resources that can be provided to clients for their use outside the clinical environment

documentation requirements for recording treatment details

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated clinical environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information – case history, treatment plan

private consultation area

adjustable height massage table

towels/sheets for draping

oils/balms

aromatic essential oil, CO2 and other extracts

modelling of industry operating conditions, including provision of services to the general public

clinic supervision by a person who meets the assessor requirements outlined below for at least 80 of the 120 hours of client consultation work

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must:

have at least 3 years current experience working as a clinical aromatherapist providing services to the general public

hold practising membership of an Australian professional body that represents clinical aromatherapists

fulfil the continuing professional development requirements of the professional body to which they belong

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTARO006 Adapt aromatherapy treatments to specific needs

Modification History

Release	Comments
Release 2	Corrections to typographical errors in Performance evidence. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTARO509B/HLTARO511C. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements.

Application

This unit describes the skills and knowledge required to adapt assessment and treatment strategies to meet the needs of clients of different genders and at different stages of life. It also includes the requirement to be able to identify and respond to other specific needs with which the practitioner may be unfamiliar.

This unit applies to clinical aromatherapists.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Adapt assessment and treatment strategies to stages of life	1.1 Anticipate and take account of client sensitivities to ensure client dignity is maintained 1.2 Tailor approaches that take account of different cognitive abilities of clients at different stages of life 1.3 Adjust physical processes to take account client capabilities and physical body features 1.4 Recognise norms and deviations associated with age and gender 1.5 Obtain appropriate consents from others when appropriate
2. Respond to unfamiliar presentations	2.1 Recognise situations where presenting cases or aspects of presenting cases fall outside current knowledge base or expertise 2.2 Refer client to other practitioners when case is not appropriate to own scope of practice 2.3 Identify, access and interpret sources of additional information and advice when appropriate to continue with the case 2.4 Enhance own capacity to deal with the case by conducting case specific research 2.5 Integrate findings into client treatment plans and record details
3. Extend and expand own knowledge base	3.1 Pro-actively identify and respond to professional development opportunities 3.2 Develop and adjust work practices as part of ongoing practice development

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTARO006 Adapt aromatherapy treatments to specific needs

Modification History

Release	Comments
Release 2	Corrections to typographical errors in Performance evidence. Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTARO509B/HLTARO511C. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of aromatherapy client consultation work

managed at least 60 aromatherapy assessment and treatment sessions - clients must include males and females from different stages of life with varied presentations

effectively adapted communication, assessment and treatment strategies to meet client needs

conducted case specific research for at least 3 cases, where key aspects of the condition are not known to the candidate

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for working with specific groups:

children in the workplace

codes of conduct

discrimination:

age

disability

racial

sex

duty of care

informed consent

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

work role boundaries

working within scope of practice

presenting symptoms that require referral to a medical practitioner

work health and safety

treatment management factors that must be considered for clients of different genders and at different stages of life

case taking

variations in approach to physical examination

major developmental milestones for different stages of life

features of common health conditions that affect the following groups and how those conditions are assessed and treated in the aromatherapy framework:

children

adolescents

adult females at different stages of life

adult males at different stages of life

factors for consideration when providing any form of palliative care

professional responsibilities when presenting cases fall outside of practitioner’s current scope of practice, including:

when referral is appropriate or required

information and advice sources

case research techniques

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated clinical environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information – case history, treatment plan

private consultation area

adjustable height massage table

towels/sheets for draping

essential oils

compresses

modelling of industry operating conditions, including provision of services to the general public

clinic supervision by a person who meets the assessor requirements outlined below for at least 80 of the 120 hours of client consultation work

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must:

have at least 3 years current experience working as a clinical aromatherapist providing services to the general public

hold practising membership of an Australian professional body that represents clinical aromatherapists

fulfil the continuing professional development requirements of the professional body to which they belong

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTARO007 Monitor and evaluate aromatherapy treatments

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements.

Application

This unit describes the skills and knowledge required to monitor and evaluate aromatherapy treatments, both from an individual client and whole of practice perspective.

This unit applies to clinical aromatherapists.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Evaluate client progress	1.1 Seek client feedback about treatment impacts and compliance with the treatment plan 1.2 Make own observations and assessment of client changes based on aromatherapy framework 1.3 Evaluate treatment impacts in relation to client’s physical, mental, spiritual and emotional wellbeing 1.4 Compare changes and improvements with expectations in the treatment plan, existing research and evidence from own practice 1.5 Seek additional information from clients when progress suggests this is needed 1.6 Accurately document progress in client treatment plan
2. Adjust treatment based on evaluation	2.1 Determine the need for adjustment to treatment plan based on evaluation of client progress 2.2 Identify and respond to factors that may be inhibiting client progress 2.3 Adjust treatment plans based on outcomes and sources of research or evidence that support aromatherapy practice 2.4 Accurately document any adjustments to treatment plans
3. Develop practice based on evaluation	3.1 Review progress of clients in context of own individual practice 3.2 Identify areas of own practice for further research or development to support client outcomes 3.3 Pro-actively seek and respond to professional development opportunities

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTARO007 Monitor and evaluate aromatherapy treatments

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of aromatherapy client consultation work

managed at least 60 different aromatherapy assessment and treatment sessions - clients must include males and females from different stages of life with varied presentations

monitored and evaluated treatments provided to at least 5 different clients with at least 3 treatments per client

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for monitoring and evaluation:

children in the workplace

codes of conduct

duty of care

informed consent

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

work role boundaries

working within scope of practice

presenting symptoms that require referral to a medical practitioner

work health and safety

types of criteria by which aromatherapy treatments are evaluated

expectations of treatment for different conditions and client groups, and factors that impact on those expectations:

client history

contraindications

compliance

interactions with other treatments

sources of research and evidence that support aromatherapy practice

principles underpinning continuation or variation of treatment

professional development opportunities in aromatherapy

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated clinical environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information – case history, treatment plan

private consultation area

adjustable height massage table

towels/sheets for draping

essential oils

compresses

modelling of industry operating conditions, including provision of services to the general public

clinic supervision by a person who meets the assessor requirements outlined below for at least 80 of the 120 hours of client consultation work

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must:

have at least 3 years current experience working as a clinical aromatherapist providing services to the general public

hold practising membership of an Australian professional body that represents clinical aromatherapists

fulfil the continuing professional development requirements of the professional body to which they belong

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTARO008 Prepare and dispense aromatic formulations

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTARO606C/HLTARO607C. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Additional assessor requirements.

Application

This unit describes the skills and knowledge required to obtain and store materials, prepare aromatic formulations and dispense those formulations according to a pre-prepared script or order.

This unit applies to clinical aromatherpists preparing complex formulations that may be for external or internal use. Note that the aromatic aromatherapist provides the preparation and relevant accompanying advice but does not administer these aromatic preparations.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Obtain and store materials	1.1 Source natural and manufactured materials from authorised and reputable sources 1.2 Determine storage requirements for different types of materials 1.3 Maintain integrity of materials through correct handling and storage 1.4 Maintain stock levels according to clinic requirements
2. Prepare aromatic formulations	2.1 Check and prepare equipment for operational readiness 2.2 Select and assemble ingredients according to order 2.3 Make accurate calculations for quantities and ratios 2.4 Prepare medicine according to aromatic medicine methodology 2.5 Label and store aromatic substances according to legal requirements
3. Dispense aromatic preparations	3.1 Establish form and quantity of required aromatic preparations from prescription or order 3.2 Follow procedures to prevent contamination of or by the aromatic substances 3.3 Check and prepare dispensing equipment for operational readiness 3.4 Select and assemble prescribed aromatic preparations 3.5 Package and label correct quantities into suitable containers with clear and accurate labelling 3.6 Provide accurate instructions for administration and care of aromatic preparations 3.7 Complete accurate dispensing documentation according to clinic guidelines and legal requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTARO008 Prepare and dispense aromatic formulations

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTARO606C/HLTARO607C. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Additional assessor requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

followed dispensing processes that meet pharmaceutical guidelines and legal requirements for at least 10 different aromatic preparations, including all of the following at least once:

creams and lotions

ointments

capsules

gels

gargles

suppositories

tinctures

extracts

pessaries

compress, poultice

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) requirements for the preparation and supply of aromatherapy products:

Therapeutic Goods Administration (TGA) guidelines

labelling

principles of manufacturing

quality control procedures

records management

work health and safety – hazards and controls for aromatic preparations

sources of aromatic preparations and their raw ingredients and methods to determine quality

different forms of aromatic preparations and how they are administered

techniques to prepare aromatic preparations from source materials

aromatic preparations and allopathic drug interactions as outlined in medical pharmaceutical reference of drug interactions and aromatic medicine texts

aromatic preparation dispensing principles and methods in reference to good manufacturing practices

significance and methods of monitoring control points within the dispensing process

equipment and instrumentation components, purpose and operation

waste handling requirements and procedures

environmental conditions required to maintain integrity of aromatic substances before, during and after preparation

types of instructions that must accompany aromatic preparations

procedures to prevent contamination of aromatic preparations

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated dispensary environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

secure storage areas

measuring equipment

sterile containers

labels

natural and manufactured medicinal substances for preparation

distilled water

modelling of industry operating conditions, including provision of formulations to the general public

dispensary supervision by a person who meets the assessor requirements outlined below

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must:

have at least 5 years current experience working as a clinical aromatherapist providing services to the general public

hold practising membership of an Australian professional body that represents clinical aromatherapists

fulfil the continuing professional development requirements of the professional body to which they belong

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTARO009 Select and advise on aromatic therapies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTARO604B/HLTARO605B. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Additional assessor requirements.

Application

This unit describes the skills and knowledge required to determine an aromatic treatment strategy based on an existing health assessment, provide relevant advice to the client and complete treatment documentation. This unit refers to the use of essential oils for internal preparations. Note that the clinical aromatherapist provides the preparation and relevant accompanying advice but does not administer these aromatic preparations.

This unit applies to experienced clinical aromatherapists using specialised aromatic formulations and therapies.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine treatment strategy	1.1 Determine the treatment strategy, prognosis and therapeutic expectations according to the health condition, client needs and stage of life 1.2 Evaluate the impact of disease phase or stage on treatment selection 1.3 Consider treatment and advice provided by other health care professionals 1.4 Identify and respond to the need for further research in developing the treatment strategy 1.5 Select aromatic preparations and administration method based on individual case presentation 1.6 Take into account factors which may interfere with the effectiveness of the treatment for each essential oil and aromatic extract 1.7 Take into account possible treatment reactions for each essential oil and aromatic extracts and prescription 1.8 Take into account contra-indications for essential oils, aromatic extracts and prescription
2. Provide advice and resources to the client	2.1 Clearly explain treatment rationale and expectations 2.2 Provide clear instructions for taking aromatic preparations, and negotiate according to client needs 2.3 Explain factors which may interfere with the effectiveness of the treatment 2.4 Negotiate the management of selected aromatic preparations in relation to any other current medicines 2.5 Obtain client consent for treatment 2.6 Request client to monitor responses to the aromatic preparations and to contact practitioner as required 2.7 Clarify and agree responsibilities of practitioner and client within the treatment plan 2.8 Explain and agree treatment evaluation strategies
3. Complete treatment documentation	3.1 Document accurate details of aromatic preparations to be provided 3.2 Record details of treatment recommendations in client file 3.3 Record arrangements for treatment review according to clinic guidelines
4. Monitor and evaluate treatment	4.1 Evaluate client progress against agreed evaluation strategies 4.2 Adjust treatment based on evaluation of client progress in consultation with client 4.3 Identify areas for further research to support client outcomes

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTARO009 Select and advise on aromatic therapies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTARO604B/HLTARO605B. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Additional assessor requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

undertaken a structured process of critical analysis, research and reflection to determine, document and evaluate aromatic therapy treatment strategies that include preparations for internal administration for at least 15 different clients, all of whom must have been seen at least 3 times. Clients must include males and females from different stages of life with varied presentations

interacted effectively with clients through the provision of clear information on the treatment strategy

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for working with aromatic therapies that include formulations for internal use:

children in the workplace

codes of conduct

duty of care

informed consent

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

work role boundaries

working within scope of practice

presenting symptoms that require referral to a medical practitioner

work health and safety

groups of aromatic preparations, how to distinguish between them, according to actions, active constituents, body systems and plant families

interrelationships and incompatibilities (chemical and physical) between aromatic formulation groups

types and features of internal preparations:

water-based preparations using dispersing agents

capsules

absorbent tablets

sub-lingual preparations

eye, ear, nose and throat preparations

inhalations

mixture with herbal tinctures

suppositories

pessaries

at least 30 aromatic oils that can be used for internal applications, preparations or purposes including:

origin

characteristics

therapeutic applications

modes of administration

interactions with other drugs

contraindications to use

essential oils and aromatic extracts:

that exhibit potential toxicity at low dosages

appropriate dosages and methods of applications

specific contraindications for use

specific essential oils and aromatic extracts to be avoided for use

pharmacodynamics of aromatic preparations and pharmaceutical drugs:

drug administration

absorption

distribution

metabolism

excretion

pharmacodynamics of aromatic preparations and pharmaceutical drugs:

theory of drug action

factors modifying drug effect and dosage

drug toxicity and toxicology

pharmacology of aromatic preparations and pharmaceutical drugs, their classifications, usage and side effects

pharmacology of aromatic preparations and their interactions with over the counter (OTC) vitamin, mineral and herbal preparations – usage and side effects

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated clinical environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information – case history, treatment plan

private consultation area

aromatic medicines

modelling of industry operating conditions, including provision of services to the general public

clinic supervision by a person who meets the assessor requirements outlined below

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must:

have at least 5 years current experience working as a clinical aromatherapist providing services to the general public

hold practising membership of an Australian professional body that represents clinical aromatherapists and aromatic medicine

fulfil the continuing professional development requirements of the professional body to which they belong

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAUD001 Assess hearing

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to prepare for, conduct and interpret the results of hearing assessments in adults. It includes the ability to establish a positive client relationship, develop realistic goals with the client and to recognise situations where referral to other health professionals is required.

This unit applies to any person who assesses hearing. This may include audiometrists, allied health assistants who support audiologists in health care organisations, nurses and Aboriginal and Torres Strait Islander health workers. Work is conducted according to AS/NZ 1269.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for hearing assessments	1.1 Ensure information, including required forms, is accessible and ready for use 1.2 Achieve required ambient noise levels in preparation of testing environment 1.3 Prepare, calibrate and check equipment and instruments 1.4 Ensure personal protective equipment is available and used
2. Establish a positive relationship with the client	2.1 Take client case history and explain practice/hearing service administrative procedures 2.2 Determine client’s expectations through questioning and active listening 2.3 Gain consent from clients where applicable 2.4 Give client the opportunity to ask questions and discuss concerns 2.5 Identify and respond to special needs of client 2.6 Maintain confidentiality of client information
3. Conduct otoscopy	3.1 Follow personal hygiene and infection control procedures 3.2 Conduct otoscopy in a non-threatening manner and produce valid, reliable and accurate results in accordance with relevant policy and procedures 3.3 Identify and respond to any abnormalities of the ear canal 3.4 Identify contra-indications for proceeding with further hearing assessments 3.5 Make referral to appropriate agency for further assessment and treatment if required
4. Test hearing	4.1 Explain procedure to client using language the client understands 4.2 Identify significant features of client history 4.3 Select and conduct appropriate hearing tests following procedures for correct use of equipment 4.4 Produce valid, reliable and accurate results in accordance with relevant policy and procedures 4.5 Identify unreliable results and complete re-test according to standard protocols 4.6 Use results to identify specific hearing loss and/or any abnormal functions 4.7 Record results in accordance with relevant policy and procedures 4.8 Clean and store equipment in accordance with manufacturers’ requirements and infection control procedures
5. Interpret results	5.1 Accurately interpret data from individual test results 5.2 Integrate and interpret interrelationships between test battery results to establish a comprehensive clinical picture 5.3 Validate results for consistency across the test battery
6. Review assessment results with client	6.1 Communicate results of assessments clearly and simply to the client 6.2 Determine and discuss options to support client 6.3 Negotiate and establish realistic goals for the client 6.4 Document and file results in accordance with relevant policies and procedures 6.5 Determine recommendations for further assessment or referral to an appropriate facility or hearing aid fitting
7. Complete report	7.1 Write report using language and format that suits target audience according to organisation standards 7.2 Include clear, concise and relevant information of tests performed 7.3 Include summary, recommendations and any further action required 7.4 Read and edit report for spelling and grammatical correctness

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAUD001 Assess hearing

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

followed established procedures and protocols to independently conduct full hearing assessments for at least 20 different adult clients presenting with different hearing capacity, including males and females of diverse age, cultural and linguistic range, and seniors:

selected the hearing tests appropriate to client needs

accurately tested and recorded pure tone audiometry (AC/BC masking) speech audiometry (performance intensity (PI) function, speech reception threshold (SRT), masking) and impedance audiometry test results (tympanometry, ipsi and contralateral reflexes, reflex decay)

integrated and validated results across the test battery

determined type of hearing loss from test results

recognised and responded appropriately when a client is not giving true thresholds

communicated effectively with clients using a client centred approach

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for conduct of hearing assessments:

contractual obligations

duty of care

informed consent

privacy, confidentiality and disclosure

records management

work role boundaries – responsibilities and limitations:

boundaries of audiometrist role

generalist and specialist functions

relationship between audiometry and other health professionals

indicators for referral

Australian and international standards that apply to the conduct of a hearing assessment:

maximum ambient noise levels for assessments

equipment calibrations

standard infection control precautions

anatomy of the ear, including:

peripheral and central auditory system

potential physical abnormalities

hearing assessment battery elements:

taking case history

otoscopy

air

bone

speech discrimination (PI function)

SRT

masking (pure tone, speech)

tympanometry

ipsi/contralateral reflexes

reflex decay

causes and types of hearing loss

contraindications for hearing assessments

physical environment requirements for audiometric assessments – booths versus quiet rooms

equipment calibration both annual and biological

characteristics of hearing tests, including:

types

purpose of different tests

materials that can be used

suitability of tests for different clients

reliability/validity of particular tests

transducers (headphones, insert earphones, bone conductor, free field)

stimuli (pure tone, warble, pulsed, narrow band noise, broad band noises, speech)

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

equipment that meets requirements of AS/NZ 1269

documentation that meets notation standards

modelling of industry operating conditions, including:

integration of problem solving activities

time constraints for completion of testing

provision of services to general public

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAUD002 Conduct play audiometry

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to prepare for and conduct play pure tone audiometry tests for school age children without any developmental delay, using standard test protocols.

This unit applies to any person who assesses school aged children’s hearing. This may include audiometrists, allied health assistants who support audiologists in health care organisations, nurses and Aboriginal and Torres Strait Islander health workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for tests	1.1 Ensure information, including required forms, is accessible and ready for use 1.2 Achieve required ambient noise levels in preparation of testing environment 1.3 Prepare, calibrate and check equipment and instruments 1.4 Ensure personal protective equipment is available and used
2. Establish a positive relationship with child and carer	2.1 Explain the test procedure clearly and simply to the child 2.2 Gain consent from carer where applicable 2.3 Give child the opportunity to ask questions and discuss concerns 2.4 Identify and meet special needs of child 2.5 Maintain confidentiality of client information
3. Conduct otoscopy	3.1 Follow personal hygiene and infection control procedures 3.2 Conduct otoscopy in a non-threatening manner and produce valid, reliable and accurate results in accordance with relevant policy and procedures 3.3 Identify and respond to any abnormalities of the ear canal 3.4 Identify contra-indications for proceeding with further hearing assessments 3.5 Make referral to appropriate agency for further assessment and treatment if required
4. Complete hearing test	4.1 Follow personal hygiene and infection control procedures 4.2 Conduct play audiometry following procedures for correct use of equipment 4.3 Produce valid, reliable and accurate results in accordance with relevant policy and procedures (threshold or pass/fail screening) 4.4 Take steps to maximise test accuracy, validity and reliability 4.5 Identify unreliable results and complete re-test according to standard protocols 4.6 Conduct screening tympanometry in accordance with required procedures 4.7 Record results in accordance with relevant policies and procedures 4.8 Clean and store equipment in accordance with manufacturers’ requirements and infection control procedures
5. Review test results with child and their carer	5.1 Examine results and determine outcome from data obtained 5.2 Communicate outcome of tests clearly and simply to the child and their carer 5.3 Discuss options for further tests with carer 5.4 Give child and carer the opportunity to ask questions and discuss areas of concern 5.5 Document and file test results in accordance with relevant policies and procedures
6. Refer client to appropriate facility	6.1 Make referral to appropriate agency if required 6.2 Establish contact with referral agency and provide key client information 6.3 Discuss relevant issues and concerns with relevant personnel at facility 6.4 Follow up referral to ensure continuity of case management

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAUD002 Conduct play audiometry

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

followed established procedures and protocols to independently conduct pure tone play audiometry tests for at least 10 different children aged 4-6 years, recognising and responding appropriately when a child is not giving true thresholds

communicated effectively with children and carers using a client centred approach

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for testing children’s hearing:

children in the workplace

duty of care

informed consent

policy frameworks – Australian Government Office of Hearing Services requirements

privacy, confidentiality and disclosure

records management

reporting requirements

work role boundaries – responsibilities and limitations:

boundaries of audiometrist role, including no role in diagnostics

relationship between audiometry and other health professionals

role of the family/carer

indicators for referral

stages of normal childhood speech and hearing development:

milestones

variations from the norm

key milestones in children’s cognitive development and how to assess these to facilitate testing

anatomy of children’s ears and the implications for otoscopy

play audiometry techniques:

conditioning

reliability and validity

visual cues

non-organic hearing loss

techniques for managing children during testing:

focusing attention to task

distraction

engagement

factors to consider when working with families during the testing process

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

appropriate testing environment

age appropriate toys

modelling of industry operating conditions, including:

integration of problem solving activities

time constraints for completion of testing

provision of services to general public

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAUD003 Assess and respond to occupational noise risk

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to determine and respond to occupational noise risk, including the testing of individuals at risk and developing strategies for employers.

This unit applies to audiometrists working in an industrial context, who have a responsibility for promoting and managing good hearing health in the workplace.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess noise hazard risks	1.1 Review features of the workplace that may impact on hearing loss 1.2 Assess the level of hearing conservation risk based on established indicators and parameters 1.3 Identify and access sources of specialist expertise required to measure for risk in the workplace as required
2. Develop strategies for noise injury management	2.1 Identify strategies to mitigate hearing conservation risks 2.2 Document strategies with clear recommendations 2.3 Communicate identified strategies to employers 2.4 Provide accurate and current information and resources about noise hazard management to organisations
3. Conduct testing	3.1 Prepare for and conduct hearing tests in accordance with the requirements of AS/NZ 1269 3.2 Take steps to maximise test accuracy, validity and reliability 3.3 Determine that test results are reliable 3.4 Conduct re-test, conduct further tests and/or refer client if test results are unreliable 3.5 Record results in accordance with requirements of AS/NZ 1269 3.6 Review and interpret results in accordance with the requirements of AS/NZ 1269 3.7 Communicate outcome of tests clearly and simply to the client 3.8 Clean and store equipment in accordance with manufacturers’ requirements and infection control procedures
4. Identify those at risk of noise induced hearing loss (NIHL)	4.1 Conduct monitoring audiometry in accordance with AS/NZ 1269 4.2 Assess results against previous reference audiometry 4.3 Advise client of any risk identified using language the client understands 4.4 Advise employer of risks identified for the client 4.5 Provide information on strategies that assist in mitigating risk for NIHL 4.6 Make referral to appropriate agency
5. Monitor and review strategies	5.1 Evaluate success of workplace strategies based on results of testing 5.2 Adjust strategies and recommendations based on evaluation 5.3 Provide updated information to employers

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAUD003 Assess and respond to occupational noise risk

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

assessed the occupational noise risk in at least 1 workplace and developed and communicated strategies to mitigate those risks

followed the requirements of AS/NZ 1269 to conduct testing on at least 10 different clients in an industrial context

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

contexts for testing for industrial hearing loss

types of client

work situations that lead to the need for industrial hearing tests

legal and ethical considerations (national and state/territory) for conduct of hearing assessments:

duty of care

informed consent

privacy, confidentiality and disclosure

records management

work role boundaries, responsibilities and limitations:

boundaries of audiometrist role

generalist and specialist functions

relationship between audiometry and other health professionals

role of employers and other organisations

hearing conservation (protectors, environment, noise dosing)

indicators for referral

requirements of all sections of AS/NZ 1269

risk factors for occupational noise and strategies to mitigate those

sources of information on occupational noise risk

methods of testing for industrial hearing assessment:

monitoring assessment

reference assessments

manual/automated

noise level measurements

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

equipment that meets requirements of AS/NZ 1269

documentation that meets notation standards

modelling of industry operating conditions, including:

integration of problem solving activities

time constraints for completion of testing

provision of services to general public

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAUD004 Develop and implement individual hearing rehabilitation programs

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to assess client communication needs and to develop, implement and evaluate rehabilitation programs. This work is carried out in conjunction with the dispensing of hearing devices.

This unit applies to audiometrists.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine scope of client needs	1.1 Evaluate client communication and lifestyle needs 1.2 Select and use an appropriate communicative assessment tool for client 1.3 Recognise and evaluate factors contributing to the communicative breakdown 1.4 Take account of impact of client’s hearing impairment on carers, relatives and significant others 1.5 Evaluate client motivation and commitment to rehabilitation and integrate into planning 1.6 Accurately document effects of communication impairment and the communicative needs of the client 1.7 Identify and liaise with other health professionals and support services as required
2. Formulate hearing program	2.1 Actively involve client in the planning process, providing opportunities for questions and discussion of concerns 2.2 Determine intervention options to minimise effects of hearing loss from information gathered 2.3 Select best options through evaluation of available technologies and services 2.4 Develop and document appropriate goals, realistic expectations and a plan of action with client 2.5 Clearly explain details of options and cost implications 2.6 Select evaluation tools best suited to client and type of program 2.7 Document agreed plan of action and services provided
3. Work collaboratively with client to implement program	3.1 Establish realistic expectations 3.2 Work with client and their carers/relatives towards achieving the agreed communication goals 3.3 Provide support for the duration of the rehabilitation program 3.4 Adapt rehabilitation program to meet changing needs
4. Evaluate hearing program	4.1 Monitor client progress against goals using recognised evaluation tools 4.2 Identify remaining communication needs and establish whether these can be met with additional advice, communication strategies or devices

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAUD004 Develop and implement individual hearing rehabilitation programs

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

independently developed and implemented hearing programs for at least 20 different individuals (linked to the dispensing of hearing devices)

engaged professionally with external agencies and health professionals

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations:

codes of conduct of registering bodies

policy frameworks, Australian Government Office of Hearing Services requirements

privacy, confidentiality and disclosure

work role boundaries, those roles and responsibilities of different people working with clients experiencing hearing impairment:

medical practitioners

audiometrists

audiologists

agencies providing services to people with hearing health needs

interrelationships between audiometrists and other health professionals

referral options for complex hearing problems beyond the scope of own practice

types and features of different assessment tools

types of existing rehabilitation programs

types of hearing disorders that affect different groups in the community and factors that contribute to complexity of needs

social and psychological implications of communication impairment

evaluation mechanisms and tools for hearing programs

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources including rehabilitation and assessment tools

modelling of industry operating conditions, including:

integration of problem solving activities

provision of services to general public

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAUD005 Dispense hearing devices

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTAU505/507. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to prescribe and fit hearing devices, evaluate device function and undertake minor repairs and maintenance. It also involves providing instruction and follow up services to clients.

This unit applies to audiometrists.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Confirm hearing device requirements	1.1 Interpret outcomes of hearing assessment documentation 1.2 Select style and performance requirements of hearing device(s) based on hearing assessment, client communication and physical needs 1.3 Select appropriate additional device requirements for optimal acoustic performance and client management needs
2. Take ear impressions	2.1 Follow personal hygiene and infection control procedures 2.2 Recognise and respond to contraindications to taking ear impressions with otoscopy 2.3 Make referral to other facilities for assessment and treatment 2.4 Select correct sized otoblocks 2.5 Prepare mould material in accordance with manufacturer’s instructions 2.6 Follow correct and safe impression taking procedure 2.7 Examine ear impressions for defects and take new impression if defects found 2.8 Determine any modifications that may be required to ensure a comfortable insertion and fit 2.9 Examine ear condition post impression 2.10 Package ear impressions suitably and send to ear mould manufacturer 2.11 Adapt ear impression processes in line with emerging technologies
3. Prepare for fitting	3.1 Prepare information and required documentation 3.2 Prepare the environment for hearing aid fitting 3.3 Check and calibrate equipment ready for use 3.4 Check availability of required personal protective equipment as required
4. Fit hearing aids	4.1 Follow manufacturer’s recommended fitting procedures and industry best practice including recognised fitting formulae 4.2 Assess occlusion effect and make appropriate modifications to minimise its effects 4.3 Determine acceptable power output and evaluate in consultation with the client 4.4 Assess hearing device for acoustic feedback and take action to minimise its effects if needed 4.5 Evaluate objective and subjective performance and comfort factors and make modifications as required 4.6 Clean and store equipment and attachments in accordance with manufacturers’ requirements and infection control procedures
5. Provide advice and resources to the client	5.1 Instruct client/carer clearly on correct use and maintenance arrangements 5.2 Give client the opportunity to voice concerns in relation to hearing aid fitting and address client’s concerns 5.3 Provide relevant materials to client about their device and services available 5.4 Make informed judgment from client responses about client ability to manage use of device 5.5 Make recommendations for further assessment or treatment in accordance with industry standards
6. Complete and manage documentation	6.1 Complete, present and store accurate documentation in accordance with relevant policies and procedures 6.2 Document expected short and long term outcomes
7. Follow up client	7.1 Organise client follow up in accordance with industry standards 7.2 Verify and validate success of fitting and modify electroacoustic parameters where appropriate
8. Maintain and repair hearing aids	8.1 Check hearing aid and its components manually 8.2 Conduct acoustic listening check of hearing aid 8.3 Complete test box measurements as required or interpret 2cc coupler data 8.4 Complete minor hearing aid repairs in accordance with industry standards 8.5 Arrange major hearing aid repairs when required 8.6 Inform client of the cause of and solution to the device problem and possible ways to overcome this 8.7 Make minor modifications to improve comfort or acoustic performance

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAUD005 Dispense hearing devices

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTAU505/507. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

followed established procedures and protocols to independently dispense a diverse range of hearing devices to at least 20 people:

performed real ear measurements including real ear insertion gain (REIG) and speech mapping to accurately analyse acoustic performance against prescriptive targets,

analysed noise reduction, directionality, feedback mechanism and feature performance

modified acoustic features of ear moulds and tubing to achieve real ear prescription targets and or improve listening comfort

varied characteristics of devices to achieve real ear prescription targets or improve listening comfort

assessed subjective comfort, sound clarity and quality, occlusion, feedback, loudness comfort, and take into consideration acclimatisation requirements

used both linear and non-linear prescription techniques

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for hearing aid dispensing:

duty of care

informed consent

privacy, confidentiality and disclosure

codes of conduct of registering bodies

policy frameworks, Australian Government Office of Hearing Services requirements

work role boundaries, criteria for referral

current range of available hearing devices, their performance features and suitability for different client needs

linear and non-linear amplification systems and the principles of at least one of the recognised prescription techniques for both linear and non-linear hearing devices

electronic features of digitally programmable and digital hearing devices and their effect on the amplification provided, including:

compression ratio

compression threshold/knee point

multi-channel compression

directional and omni-directional microphones

feedback management and cancellation systems

noise suppression systems

wireless/Bluetooth features and devices

other emerging technologies

ear mould acoustics, including venting and tubing, mould materials and its effect on hearing device prescription

how electro-acoustic properties and features interact with each other and the human ear

strategies to resolve problems encountered in hearing device fitting according to industry best practice

broader context knowledge in reference to other devices, including:

cochlear implants

bone anchored devices

other emerging devices

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

real ear measurement equipment and software

programming interfaces

manufacturer’s software

Noah or equivalent

suitable fitting environment

repair and modification equipment

modelling of industry operating conditions, including:

integration of problem solving activities

provision of services to general public

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAUD006 Remove cerumen

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Application

This unit describes the skills and knowledge required to prepare for the cerumen removal process, conduct an otoscopy, and remove cerumen safely using curetting only.

This unit applies to audiometrists.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for cerumen removal	1.1 Determine client needs through review of client case history and case management plan 1.2 Clearly explain cerumen removal procedure and provide opportunity for client to ask questions 1.3 Gain client consent for extraction procedure 1.4 Set up equipment following standard protocols and infection control guidelines
2. Conduct otoscopy	2.1 Follow personal hygiene and infection control procedures 2.2 Conduct otoscopy in a non-threatening manner and produce valid, reliable and accurate results in accordance with relevant policy and procedures 2.3 Identify and respond to any abnormalities of the ear canal 2.4 Identify contra-indications to cerumen removal 2.5 Identify most appropriate method for cerumen removal taking into account results of findings 2.6 Follow cerumen softening procedures to dissolve cerumen if impaction present 2.7 Make referral to appropriate agency for further assessment and treatment
3. Remove cerumen	3.1 Select appropriately sized speculum as required 3.2 Extract cerumen using a sterilised wax ring and appropriate head light
4. Follow post-cerumen removal procedures	4.1 Complete post-cerumen removal otoscopic inspection to review status of ear canal 4.2 Address any post removal requirements using established methods 4.3 Complete accurate treatment documentation following organisational procedures 4.4 Identify the need for referral and refer client to health profession as required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAUD006 Remove cerumen

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

followed established procedures and protocols to independently remove cerumen for at least 30 clients:

used cerumenolytic agents to soften cerumen, taking into account any client allergies

extracted cerumen by curette

stem any bloodflow

removed residual blood or debris post-cerumen extraction

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for cerumen removal:

duty of care

informed consent

privacy, confidentiality and disclosure

records management

work role boundaries, responsibilities and limitations, indicators for referral

anatomy, physiology and pathophysiology of the outer and middle ear:

medical or post-surgical conditions of the outer and middle ear that alter the appearance and/or function of the external ear canal or tympanic membrane

client positioning for safe and optimal cerumen removal

how to adjust headlamp for optimal view

correct and safe curetting technique

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

sterilisation equipment

otoscope

cerumenolytic agents

means of disposing blood products

cerumen extraction equipment

modelling of industry operating conditions, including:

integration of problem solving activities

time constraints for completion of activities

provision of services to general public

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAYV001 Develop Ayurvedic practice

Modification History

Release	Comments
Release 2	This version was released in HLT Health Training Package release 3.0. Update to mapping and metadata. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLTAYV414D. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit of competency describes the skills and knowledge required to establish the foundations of an Ayurvedic practice, to evaluate what makes a sustainable practice and then to develop an approach to own practice.

This unit applies to any practitioners working within an Ayurvedic framework.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish foundations of Ayurvedic practice	1.1 Identify, access and interpret information about the central philosophies, principles and practices of Ayurveda 1.2 Evaluate principles and practices of Ayurveda in relation to other health care systems 1.3 Draw on Ayurvedic philosophy to interpret health issues and apply to own practice
2. Represent the Ayurvedic framework	2.1 Determine information needs of different individuals and groups 2.2 Explain the principles and practices of Ayurveda in a way that can be easily understood by those not familiar with the Ayurvedic system 2.3 Communicate information about Ayurveda at a level of depth appropriate to audience needs
3. Determine requirements for sustainable practice	3.1 Identify key issues that affect the development and sustainability of professional practice 3.2 Take account of economic, environmental, human and social considerations 3.3 Research and collate information to support professional practice
4. Develop and maintain own capacity to practise	4.1 Establish and monitor a personal health strategy that reflects the philosophies and principles of Ayurveda 4.2 Model philosophies and principles of Ayurveda in personal and professional interactions
5. Develop approach to own practice	5.1 Reflect on professional goals and aspirations 5.2 Identify and assess professional opportunities in Ayurvedic medicine 5.3 Consider the opportunities and constraints of individual personal circumstances 5.4 Make decisions about practice direction, based on reflection and research 5.5 Develop practical strategies that address own practice goals

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAYV001 Develop Ayurvedic practice

Modification History

Release	Comments
Release 2	This version was released in HLT Health Training Package release 3.0. Update to mapping and metadata. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLTAYV414D. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

used critical thinking skills to:

review and reflect on information from a range of sources about Ayurveda

evaluate and articulate requirements for sustainable Ayurvedic practice

communicated about the Ayurveda framework to meet the information needs of at least 3 different individuals or groups

established a personal health strategy that reflects the values and philosophies of Ayurveda

developed goals for own practice that reflect the values, philosophies and principles of Ayurveda

developed a set of actions to support professional practice goals

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

philosophies and principles of Ayurveda, what they mean and how they are applied in practice:

history of Ayurveda and its development from inception

dynamic interchange between the physical, mental, emotional, spiritual, social, environmental and landscape

shad darshanas (the six philosophies)

pancha mahabhutas (five great elements)

trigunnas (the three gunas)

prana (primordial life supporting energy)

indriyas (sense organs)

tridosha - vata, pitta and kapha, the ayurvedic concept of the three principal energies with intelligence found in the living body and throughout nature

agni (13 type)

ama

sapta dhatu

malas (bodily wastes)

prapaka and vipaka

deepana, pachana, anulomana

ojas

prakrti, vikrti

ahara, vihara and aushadh

maand, peya, yavagoo,yush, krishara

virudha ahara

abhyanga

shad upkarmas

snehna - self abhyanga, abhyanga, shiroabhyanga, shirodhara, katti basti, uro basti, ubtans

atyayik chikitsa

sat karma - cleanses neti, nasya, kunjala, baghi, basti

srtoas, srotarodha

rasayna and vajikarana

chikitsa

dosha vrudhi and kashaya

shath rasa

dinacharya, ratricharya, rtucharya

tribidha chikitsa

ashtvidh achikitsa

dashvidha pariksha

yoga chikitsa

simran (meditation, daily practices for the mind, body, emotions and the soul)

historic significance, basic purpose, use and structure of the following reference texts:

ashtanga hridaya samhita

charaka samhita

sushruta samhita

key features of other complementary therapies used in conjunction with Ayurveda

place of Ayurveda in the national health care system in Australia

professional networks and industry bodies

different models of Ayurvedic practice and their key features:

Ayurvedic practitioners at different levels

sole practitioners, joint practices, multi-disciplinary practices

employment, further study, research and industry opportunities

limitations of Ayurveda practices in Australia

components of sustainable practice:

economic opportunities and viability, planning, management and marketing

environmental

human – personal health, professional development

social responsibility

legal and ethical considerations (national and state/territory) and how these are applied in individual practice:

children in the workplace

codes of conduct

continuing professional education

discrimination

dignity of risk

duty of care

human rights

infection control

informed consent

insurance requirements

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

Therapeutic Goods Administration (TGA) and its regulatory roles

work role boundaries – responsibilities and limitations

Ayurvedic moral, civil, spiritual codes of conduct for all Ayurveda Practitioners including the need for mentorship and respect for the system during study and in clinical practice after graduation

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must:

have at least three years current clinical experience working as an Ayurvedic practitioner providing services to the general public

hold practising membership of an Australian professional body that represents Ayurvedic practitioners

fulfil the continuing professional development requirements of the professional body to which they belong

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAYV002 Make Ayurvedic lifestyle assessments

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Application

This unit describes the skills and knowledge required to assess client needs in the context of an Ayurvedic lifestyle assessment framework. It requires the ability to gather client information and to make an Ayurvedic health assessment.

This unit applies to Ayurvedic practitioners working with clients in a lifestyle or preventative context.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine scope of client needs	1.1 Explore and clarify client expectations 1.2 Provide clear information about scope and limits of lifestyle services to be provided 1.3 Recognise needs that are beyond scope of own practice and make appropriate referrals to other health care professionals 1.4 Identify and respond to any barriers to information gathering and assessment 1.5 Seek client information ethically and respectfully
2. Seek information and make assessment using Ayurvedic tools	2.1 Collect accurate and relevant health and lifestyle information, and document in a form which can be interpreted readily by other Ayurvedic practitioners 2.2 Follow clinical and practitioner hygiene procedures 2.3 Frame client questions based on Ayurvedic framework trividha pariksha (three fold examination) and ashtvidha pariksha (eight fold examination) 2.4 Determine prakruti, vikruti, ama and gunas using Ayurvedic principles 2.5 Accurately record client’s presenting issues, goals and expectations 2.6 Manage information and records in a confidential and secure way
3. Confirm assessment and discuss with client	3.1 Correlate findings from client assessment 3.2 Determine imbalances through review of findings according to Ayurvedic principles 3.3 Discuss assessment and rationale with the client 3.4 Assign and agree priorities and expectations in consultation with the client 3.5 Respond to client enquiries using language the client understands 3.6 Discuss referral and collaborative options with the client according to specific needs

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAYV002 Make Ayurvedic lifestyle assessments

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of at least 200 hours of Ayurvedic lifestyle client consultation work

prepared for and managed at least 25 different Ayurvedic lifestyle assessments. Clients must include males and females from different stages of life

used the Ayurvedic lifestyle assessment framework and appropriate techniques to assess client’s needs, including:

questioning according to Ayurvedic principles

trividha parikisha (three fold examination)

ashtvidha pariksha (eight fold examination)

interacted effectively with clients:

clearly articulated information about services, treatment options and rationale

engaged clients in decision making

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for client assessment:

codes of conduct

duty of care

informed consent

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

work role boundaries

working within scope of practice

presenting symptoms that require referral to a medical practitioner

work health and safety

referral options for practitioners :

professional health services including complementary health modalities and medical practitioners

community resources and support services

types and availability of further medical assessment

factors and barriers that may impact on assessment

physical

psychological

cultural

seasonal

demographic

influence of alcohol, drugs

stress factors to consider in assessment and how to respond:

age - infants, children, young adult, adults, elders

demographic

gender specific issues

physical/mental strength, gunas, vikruti

agni

dosha

vikriti (inherited and congenital)

infection

odour

seasons

stress

modern radical lifestyle including dependence on fast foods, incompatible foods, addictions

alcohol and other mind altering drug addictions

atheist, anti social and other contradictory practices detrimental to health according to Ayurvedic framework

emergencies

trividha pariksha (three fold examination) and ashtvidha pariksha (eight fold examination)

client information required for Ayurvedic assessment and the scope and depth of information needed around:

client expectations

client history and its components

client current state of wellness

protocols for performing Ayurvedic health assessments:

Ayurvedic clinic environment

equipment

client privacy

client instructions

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated clinical environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information – client assessment forms, case history

private consultation area

modelling of industry operating conditions, including provision of services to the general public

clinic supervision by a person who meets the assessor requirements outlined below

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must:

have at least 3 years current clinical experience working as an Ayurvedic practitioner providing services to the general public

hold practising membership of an Australian professional body that represents Ayurvedic practitioners

fulfil the continuing professional development requirements of the professional body to which they belong

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAYV003 Provide Ayurvedic bodywork therapies

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirement.

Application

This unit describes the skills and knowledge required to gather client information, prepare equipment for treatment, and then provide Ayurvedic therapeutic treatments such as abhyanga, shirodhara and kati basti.

This unit applies to individuals who provide Ayurvedic massage, either as part of their work as a dedicated Ayurvedic practitioner, or in conjunction with other treatment modalities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Gather client information	1.1 Collect and document information about client general health according to legal requirements and Ayurvedic framework 1.2 Review information to inform massage approach 1.3 Manage information and records in a confidential and secure manner
2. Prepare client, self and environment	2.1 Prepare the client for treatment following infection control procedures and with appropriate draping and confirm comfort levels 2.2 Advise client of possible physical or emotional reactions both during and after treatment 2.3 Access and organise appropriate equipment and materials for treatment 2.4 Select and safely prepare Ayurvedic massage oils, pastes and powders according to assessment 2.5 Check room ambience and temperature following Ayurvedic principles 2.6 Maintain own health through use of self care pre treatment routines
3. Select and use Ayurvedic techniques and sequences	3.1 Determine appropriate techniques based on Ayurvedic health assessment 3.2 Follow therapeutic protocols according to Ayurvedic practice 3.3 Recognise reactions to treatment and provide appropriate response
4. Finalise treatment and advise client	4.1 End the treatment using appropriate protocols 4.2 Provide client with information on recommended follow up activities 4.3 Answer client queries with clarity, using appropriate language

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAYV003 Provide Ayurvedic bodywork therapies

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirement.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of at least 200 hours of Ayurvedic client consultation work

prepared for and managed at least 25 different Ayurvedic bodywork sessions. Clients must include males and females from different stages of life

provided Ayurvedic therapeutic treatment according to the Ayurvedic framework:

obtained required client information prior to treatment

evaluated and responded appropriately to any contraindications

selected and used herbalised oils appropriate to the client

selected and used techniques and sequences according to established Ayurvedice practice, including:

abyhanga

shirodhara

kati basti

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

principles of Ayurvedic framework and therapies

legal and ethical considerations (national and state/territory) for bodywork therapies:

codes of conduct

duty of care

infection control

informed consent

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

work role boundaries

working within scope of practice

presenting symptoms that require referral to a medical practitioner

work health and safety

client information required prior to relaxation treatment

stress

allergies

current prescription medication/self medication/supplementation

vikruti (inherited and congenital)

general appetite and sleep patterns

aches and pains

recent emotional/physical trauma

influence of alcohol/drugs

self care routines and when to use them:

chanting mantras

prayer

meditation

music

yoga

pranayama

factors to consider in assessment and how to respond:

age - infants, children, young adult, adults, elders

demographic

gender specific issues

physical/mental strength, gunas, vikruti

agni

dosha

vikruti (including inherited and congenital)

features of Ayuredic abhyanga

definitions

history of massage

types of massage

time, frequency and duration

types of touch e.g. heavy, light, friction

massage and constitution

fomentation, swedana

use of oils

curing oils

types of abhyanga/snehana (the application of base or medicated oil, herbal paste, decoction, herbal chooranas, ubtans and lepas to the body)

protocols for conducting Ayurvedic therapeutic techniques in relation to:

environment

equipment

massage oils and powders

protocol

client privacy

responding to client instructions

precautions to be taken in Ayurvedic massage

basic structure and function of systems and regions of the body within Ayurvedic framework:

agni, ama, vikruti, srotarodha, saptadhatu, updhatus

mental gunas (emotional states in response to stress, trauma and pain)

possible reactions and contra-indications and when to refer to a medical practitioner:

physical, emotional, mental trauma or illness

intoxication

pain

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated clinical environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

Ayruvedic base, essential and herbal oils, herbal pastes and powders and equipment to process, decant, mix, stir, measure, apply, remove and dispense the same

suitable droni, massage table where these therapies may be provided

shiridhara and other snehna therapy equipment

Ayurvedic reference texts and notes on therapies and products used

modelling of industry operating conditions, including provision of services to the general public

clinic supervision by a person who meets the assessor requirements outlined below

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must:

have at least 3 years current clinical experience working as an Ayurvedic practitioner providing services to the general public

hold practising membership of an Australian professional body that represents Ayurvedic practitioners

fulfil the continuing professional development requirements of the professional body to which they belong

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAYV004 Provide Ayurvedic lifestyle advice

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirement.

Application

This unit describes the skills and knowledge required to develop Ayurvedic lifestyle recommendations based on the outcomes of an existing Ayurvedic health assessment, and provide relevant advice, support and follow up to clients.

This unit applies to Ayurvedic practitioners working with clients in a lifestyle or preventative context.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop Ayurvedic lifestyle recommendations	1.1 Evaluate client assessment information and imbalances that may be addressed through lifestyle changes 1.2 Determine Ayurvedic dinacharya, ratricharya and ritucharya and vegadharana suited to prakruti and vikruti 1.3 Consider other lifestyle changes recommended within the Ayurvedic framework that may benefit the client 1.4 Integrate diet and nutritional considerations when developing recommendations 1.5 Identify presentations that fall outside scope of own practice and identify appropriate referrals
2. Provide advice to clients	2.1 Provide clear information about recommendations, their rationale and underpinning Ayurvedic philosophy 2.2 Use language and concepts the client understands 2.3 Provide client with resources to support the recommendations 2.4 Discuss and agree on evaluation strategies 2.5 Accurately document recommendations made
3. Follow up advice	3.1 Review progress with the client based on previous advice and client feedback 3.2 Identify and accurately record effects of previous advice 3.3 Evaluate the need for change in advice, ongoing and/or additional lifestyle adjustments 3.4 Negotiate changes to the plan with the client to ensure optimal outcomes

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAYV004 Provide Ayurvedic lifestyle advice

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirement.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of at least 200 hours of Ayurvedic lifestyle client consultation work

prepared for and managed at least 25 different Ayurvedic lifestyle sessions. Clients must include males and females from different stages of life

provided lifestyle advice appropriate to client needs according to the Ayurvedic framework

interacted effectively with clients providing clear, accurate and supportive information and guidance

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for providing lifestyle advice:

codes of conduct

duty of care

informed consent

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

work role boundaries

working within scope of practice

presenting symptoms that require referral to a medical practitioner

work health and safety

key principles underpinning Ayurvedic lifestyle advice:

panchamahabhouta theory and how it interacts within and outside the body

dosha theory

gunas and their attributes

agni

malas

ama

ojas

prakriti

vikriti

Ayurvedic counselling, psychology and spirituality

Ayurvedic daily lifestyle routines dinacharya, ratricharya, rtucharya and vegadharan,

Ayurvedic seasonal routines:

six seasons in Ayurveda and correlation with geographical difference

effects of different seasons on the body

environment and human being

shath rasa, predominant rasa in each rtu, accumulation, aggravation and pacification of doshas in various seasons

eliminatory therapies and seasons

transitional period between two seasons

role of other lifestyle practices, their relevance for different client types, key aspects of how they are practised and how clients may access relevant services, including:

yoga

meditation

necessity to take into consideration suggestions for the soul, mind, emotions and the body for every client

detrimental effects of excessive rajasic and tamasic diet and lifestyle

virudha ahara

necessity to reconcile, forgive, practice compassion and to make necessary changes in diet and lifestyle

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated clinical environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information – health and lifestyle record, assessment outcomes

private consultation area

modelling of industry operating conditions, including provision of services to the general public

clinic supervision by a person who meets the assessor requirements outlined below

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must:

have at least 3 years current clinical experience working as an Ayurvedic practitioner providing services to the general public

hold practising membership of an Australian professional body that represents Ayurvedic practitioners

fulfil the continuing professional development requirements of the professional body to which they belong

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAYV005 Provide advice on Ayurvedic nutrition

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements.

Application

This unit describes the skills and knowledge required to develop Ayurvedic nutritional recommendations based on the outcomes of an existing Ayurvedic health assessment, and provide relevant advice, support and follow up to clients.

This unit applies to Ayurvedic practitioners working with clients in a lifestyle or preventative context.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop nutritional recommendations	1.1 Evaluate client assessment information and imbalances that may be addressed through nutritional changes or supplementation 1.2 Identify presentations that fall outside scope of own practice and make appropriate referrals 1.3 Determine Ayurvedic nutritional corrections suited to the client’s prakruti, vikruti, agni, ama and trigunnas 1.4 Evaluate the influence of environmental factors on nutritional status 1.5 Integrate cultural and lifestyle factors that affect individual clients 1.6 Integrate Ayurvedic lifestyle corrections with nutritional recommendations
2. Offer Ayurvedic nutritional recommendations	2.1 Provide clear information about recommendations, their rationale and underpinning Ayurvedic philosophy and framework to suit the individual client 2.2 Use language and concepts the client understands 2.3 Provide client with resources to support the recommendations, including advice on preparation and cooking of foods 2.4 Discuss and agree on evaluation strategies 2.5 Accurately document recommendations made
3. Follow up nutritional advice	3.1 Review progress with the client based on previous advice and client feedback 3.2 Identify and accurately record effects of previous advice 3.3 Evaluate the need for change in advice, ongoing and/or additional nutritional adjustments 3.4 Negotiate changes to the plan with the client to ensure optimal outcomes

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAYV005 Provide advice on Ayurvedic nutrition

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of at least 200 hours of Ayurvedic lifestyle client consultation work

prepared for and managed at least 25 different lifestyle sessions. Clients must include males and females from different stages of life

provided nutritional advice appropriate to client needs according to the Ayurvedic framework

interacted effectively with clients, providing clear, accurate and supportive information and guidance

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for nutritional advice:

codes of conduct

duty of care

informed consent

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

work role boundaries

working within scope of practice including limitations of nutritional advice to be provided

presenting symptoms that require referral to a medical practitioner

work health and safety

role of Ayurvedic nutritional advice in lifestyle and preventative contexts

ama, its causes, signs and symptoms

basic principles of Ayurvedic nutrition:

ahara vidhi vidhan

panchamahabhuta (elemental composition of food)

gunnas (properties of food)

shath rasa, gunnas, virya, vipaka, prabhava

triguna theory and its relationship to diet and nutrition

tridosha theory in relation to diet and nutrition

prapaka, vipaka (digestive processes)

agnis and their role in transformation of nutrients

function of fibre in the body

Ayurvedic food classifications, categories and composition

fruit

vegetables

dairy

animal foods

oils

sweeteners

nuts and seeds

grains

beans and legumes

herbs and spices

best utility of ahara

gruels

virudha ahara

pratinidhi ahara

ahara to suit various prakruti and vikruti

features of herbs and spices used in Ayurvedic lifestyle consultation and their wellbeing benefits, including

ajwain

dadima

dhanyaka

ella

haridra

hingu

ikshu

jeeraka

lasuna

lavana

lavanga

maricha (pungent chilli/peppers)

methika

narikela

nimbuka

palandu

patra

rason

shatapushpa

sunthi/ adraka

til

tulasi

twak

yava

features of other herbs used in Ayurveda, their safe use and their wellbeing benefits, including

amalaki

ajmoda

alukam

amra

ashoka

ashvagola/isabgol

ashwagandha

atasi

bala

bhringaraja

bibhitaka

bilva

champaka

chitraka

draksha

gokshura

guggulu

haritaki

kharjura

karpura

kumari

kutaja

misreya

mudga

mushra

nimba

pippali

punarnava

rajika

chandana

shatavari

shigru

svarnapatri

svetajirakatulasi

ushira

safed musali

pippali

yasthimadhu

yava

Ayurvedic herbal combinations for use in daily life, rasayana, and their safe use:

avaleha lehyam

pravahi

chyawanprash

ghritam

kashayam

choorana

Ayurvedic cooking and food preparation techniques and variations to suit different vikruti and seasons

rasa, guna, virya and vipaka, prabhava

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated clinical environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information – health, lifestyle and nutritional record, assessment outcomes

private consultation area

kitchen area and cooking equipment

modelling of industry operating conditions, including provision of services to the general public

clinic supervision by a person who meets the assessor requirements outlined below

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must:

have at least 3 years current clinical experience working as an Ayurvedic practitioner providing services to the general public

hold practising membership of an Australian professional body that represents Ayurvedic practitioners

fulfil the continuing professional development requirements of the professional body to which they belong

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAYV006 Take cases within Ayurvedic framework

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Some content also in HLTAYV007. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements.

Application

This unit describes the skills and knowledge required to determine the broad scope of client needs, make a detailed investigation of symptoms and collect other data that informs client diagnosis within an Ayurvedic framework.

This unit applies to Ayurvedic practitioners.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine scope of client needs	1.1 Explore and clarify client objectives and expectations 1.2 Provide clear information about scope and limits of services to be provided 1.3 Recognise needs that are beyond scope of own practice and make appropriate referrals to other health care professionals 1.4 Identify and respond to any barriers to information gathering and assessment
2. Investigate client symptoms	2.1 Use Ayurvedic counselling techniques to seek client information in a respectful and sensitive manner 2.2 Tailor questioning to meet the needs of the individual client 2.3 Make observations and elicit specific details about physical and psychological symptoms through trividha pariksha (three fold examination) 2.4 Conduct physical examination of client using ashtvidha pariksha (eight fold examination and dasavidha pariksha (ten fold examinations)
3. Collect and integrate other data	3.1 Review reports from other health professionals and distil information for consideration in the case 3.2 Correctly interpret results of medical tests and integrate information into the case within scope of own practice 3.3 Assess the reliability of data obtained and where possible, establish appropriate clinical correlation with the client’s complaints
4. Manage case information	4.1 Collect and record accurate, relevant and well organised information according to Ayurvedic protocols 4.2 Manage information and records in a confidential and secure way

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAYV006 Take cases within Ayurvedic framework

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Some content also in HLTAYV007. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of at least 400 hours of Ayurvedic client consultation work

prepared for and managed at least 40 different case taking sessions. Clients must include males and females from different stages of life with varied presentations

taken all cases using trividha pariksha (three fold examination), ashtvidha pariksha (eight fold examination and dasavidha pariksha (ten fold examination), including:

used comprehensive questioning to elicit all required information

made physical examination and assessment

identified situations where there is need for further screening or testing

correctly interpreted medical information and related information appropriately to the Ayurvedic approach within scope of own practice, including:

Ayurvedic health assessment

medical reports

interacted effectively with clients:

used effective listening and questioning

shown sensitivity to individual client needs

clearly articulated information about services, treatment options and rationale

engaged clients in decision making

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for case taking:

codes of conduct

duty of care

informed consent

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

work role boundaries

working within scope of practice

presenting symptoms that require referral to a medical practitioner

work health and safety

trividha pariksha (three fold examination techniques):

darshana (visual observation)

sparsha (tactile perception/inference)

prashna (questioning/dialogue)

ashtvidha pariksha (eight fold examination techniques

dasavidha pariksha (ten fold examination techniques)

charaka samhita: sutra sthana

charaka samhita: sharira sthana

Ayurvedic psychology and counselling techniques, including:

dhi

dhriti

smriti

satva, rajas & tamas

prakruti

vrikruti

physical and mental state assessment

use of mantra recitation, prayer, meditation, sat karma cleanses, yoga therapies and a variety of specific Ayurvedic therapies to suit vikruti

client information required for assessment and the scope and depth of information needed around:

client objectives and expectations

client history and its components

client current state of health

signs and symptoms – physical, mental and emotional

onset

duration

location

quality and severity

non-verbal

indicators for when referral to other health practitioners may be needed

methods of documenting case information, including approaches that support analysis and easy future reference

factors and barriers that may impact on assessment

physical

psychological

cultural

factors that affect individual health status:

constitution

lifestyle

diet

personal and medical history

values and attitudes

balance of rest and activity

physical environment

social environment

work environment

relationships, interpersonal and personal

seasons

inherited, congenital and acquired vikruti

alcohol, drug/other addictions

rajasic and/tamasic diet and lifestyle

factors for consideration for different genders and ages in case taking:

women

men

children and adolescents

older people

referral options for practitioners:

professional health services including complementary health modalities and other healthcare practitioners

community resources and support services

types and availability of further medical testing

charaka samhita, with particular reference to:

sutra sthana

sarira sthana

vimana sthana

indriya sthana

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated clinical environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

references

private consultation area

modelling of industry operating conditions, including provision of services to the general public

clinic supervision by a person who meets the assessor requirements outlined below

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must:

have at least 5 years current clinical experience working as an Ayurvedic practitioner providing services to the general public

hold practising membership of an Australian professional body that represents Ayurvedic practitioners

fulfil the continuing professional development requirements of the professional body to which they belong

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAYV007 Diagnose conditions within an Ayurvedic framework

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Some content also in HLTAYV006. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements.

Application

This unit describes the skills and knowledge required to complete a critical analysis of case information and make the diagnosis according to Ayurvedic principles. It includes the requirement for the practitioner to assess whether the case falls within their scope of practice.

This unit applies to Ayurvedic practitioners working with clients to address specific therapeutic needs.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Analyse case information	1.1 Prioritise different aspects of case information based on vikruti, agni, ama, srotarodha and principles of shat kriyakala 1.2 Analyse signs and symptoms using established Ayurvedic methodology 1.3 Avoid prejudiced or premature conclusions through use of thorough and objective analysis 1.4 Correlate Ayurvedic physical, mental and emotional health assessment findings with case history 1.5 Assess clinical disease according to signs and symptoms of condition, and results of investigations 1.6 Seek further information where analysis indicates need for further information 1.7 Recognise situations where analysis indicates the case falls outside the practitioner’s capability and make appropriate recommendations and referrals
2. Make diagnosis	2.1 Use professional judgment to draw sound conclusions and make a diagnosis and prognosis from the case taken and data collected 2.2 Determine causative factors of diseases at physical, mental, emotional and spiritual levels 2.3 Determine the samprapti (pathogenesis in Ayurveda) 2.4 Determine the different stages of progression of disease 2.5 Confirm the condition according to Ayurvedic stage and related implications
3. Confirm diagnosis with client	3.1 Discuss assessment and rationale with client 3.2 Communicate relevant information from medical or diagnostic reports where appropriate 3.3 Clarify any discrepancies between the practitioner’s and client’s perception of the condition 3.4 Assign and agree priorities in consultation with the client 3.5 Discuss referral options with the client according to individual needs

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAYV007 Diagnose conditions within an Ayurvedic framework

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Some content also in HLTAYV006. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of at least 400 hours of Ayurvedic client consultation work

prepared for and managed at least 40 client sessions. Clients must include males and females from different stages of life with varied presentations

analysed all cases following Ayurvedic principle of panch nidan:

prioritised information appropriately

assessed mental, emotional and physical health and vikruti

completed sound critical analysis of cases based on Ayurvedic principles and correct interpretation of medical information

developed evidence based diagnosis according to Ayurvedic principles

used all 21 health assessments to conclude diagnosis

clearly and sensitively communicated diagnosis to the client

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for Ayurvedic assessment/diagnosis:

codes of conduct

duty of care

informed consent

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

work role boundaries

working within scope of practice

presenting symptoms that require referral to a medical practitioner

work health and safety

scope of Ayurvedic practice:

when treatment is not appropriate and needs to be referred

when Ayurvedic treatments may be combined with other treatments

presenting phase of disease and whether Ayurveda treatment is acceptable by client (with all its cleanses, diets, regimens, medicines, therapies, yoga, meditations)

established Ayurvedic methodology, including panch nidan

nidan (etiology)

purva rupa (pre-symptoms)

rupa (cardinal symptoms)

samprapti (pathogenesis)

upashya (therapeutic guidelines and solutions)

Ayurvedic disease process:

sanchaya (accumulation)

prakopa (aggravation)

prasara (overflow)

sthan sanshreya (localisation)

vyakti (re-location)

bheda (differential diagnosis)

Ayurvedic anatomy and physiology including:

agni

ama

dhatus (Ayurvedic tissues)

prakruti (constitutions)

malas

srotas

prana, ojas, tejas (subtle life force)

pancha niahabhutas (the five prime elements)

tridosha

triguna

srotarodha

disease states in the channel system:

pranavaha - including respiratory but not limited to asthma, cough, hay fever and sinusitis

annavaha - including digestive but not limited to anorexia, hyperacidity, indigestion, dyspepsia and vomiting

ambuvaha - including fluids but not limited to thirst, oedema and ascites

rasavaha - including lymphatic but not limited to fever, fatigue, chronic fatigue syndrome

raktavaha - including circulatory but not limited to hypertension, gout, anaemia and piles

mamsavaha - including muscular but not limited to myomas, muscle atrophy, emaciation

medovaha - including adipose but not limited to obesity and lipomas

asthivaha - including skeletal but not limited to scoliosis, rheumatoid arthritis, osteoarthritis and cervical spondylitis

majjavaha - including nervous but not limited to attention deficit disorder (ADD)/attention deficit hyperactivity disorder (ADHD), stress, anxiety and depression

sukravaha & arthavaha & stanyavaha - reproductive, including but not limited to impotency, menstruation, premenstrual syndrome (PMS), leucorrhoea, lactation but not limited to mastitis, excessive and insufficient lactation

mutravaha - including urinary but not limited to polyuria, diabetes and dysuria

purushivaha - including excretory/stool but not limited to constipation irritable bowel, dysentery and diarrhoea

swedovaha - including integumentary but not limited to psoriasis, eczema and acne

manovaha - including mental but not limited to poor concentration, negative thinking and memory loss

symptomology and pathology according to Ayurvedic practice

the state and quality of the tridoshas and trigunas

physical signs and symptoms of disease

various stages of disease, the clients strength and ability to go through cleansing, remedial and yoga therapies, diet and nutrition supplementation and regular health assessments.

further testing and assessment options and procedures for different types of condition

charaka samhita, with particular reference to sutra sthana, nidana sthana, vimana sthana and indriya sthana

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated clinical environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information – case notes, health record

private consultation area

modelling of industry operating conditions, including provision of services to the general public

clinic supervision by a person who meets the assessor requirements outlined below

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must:

have at least 5 years current clinical experience working as an Ayurvedic practitioner providing services to the general public

hold practising membership of an Australian professional body that represents Ayurvedic practitioners

fulfil the continuing professional development requirements of the professional body to which they belong

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAYV008 Provide Ayurvedic remedial therapies

Modification History

Release	Comments
Release 2	This version was released in HLT Health Training Package release 3.0. Update to mapping and metadata. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLTAYV611C. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements.

Application

This unit describes the skills and knowledge required to prepare for, provide and monitor therapeutic Ayurvedic remedial therapies. Treatments are based on the outcomes of an existing health assessment.

This unit applies to Ayurvedic practitioners.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare client for treatment	1.1 Make preparations according to indicators and information from assessment 1.2 Explain factors which may interfere with the effectiveness of the treatment 1.3 Explain clearly how the treatment will be provided and managed 1.4 Inform the client of possible physical or emotional reactions during and following a session and the appropriate course of action to take 1.5 Follow established protocols and infection control procedures to physically prepare the client for treatment 1.6 Confirm client consent for treatment
2. Use Ayurvedic techniques and sequences	2.1 Determine treatment sequence and location according to Ayurvedic health assessment indications 2.2 Use the condition and response of the client as a continual feedback to the initial assessment 2.3 Position client to optimise their comfort and support while allowing for optimum application of techniques 2.4 Maintain therapist postures that ensure a controlled distribution of body weight 2.5 Maintain client-focused attention throughout the treatment session 2.6 Recognise reactions to treatment and make prompt appropriate response
3. Provide advice and resources to client	3.1 Educate client in relevant and practical techniques for promotion and maintenance of optimum health 3.2 Answer client queries with clarity, using appropriate language 3.3 Use honesty and integrity when explaining treatment plans, schedules and recommendations to the client 3.4 Promote client independence and responsibility in treatment when appropriate
4. Monitor treatment	4.1 Evaluate progress with the client against objectives of the treatment plan 4.2 Identify and record effects of previous treatment from client and practitioner perspectives 4.3 Evaluate treatment plan and the need for ongoing or additional treatment based on client feedback and ongoing assessment 4.4 Negotiate and document changes to the plan with the client

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAYV008 Provide Ayurvedic remedial therapies

Modification History

Release	Comments
Release 2	This version was released in HLT Health Training Package release 3.0. Update to mapping and metadata. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Supersedes HLTAYV611C. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of at least 400 hours of Ayurvedic client consultation work

prepared for and managed at least 40 different remedial therapies sessions, including at least 20 massages. Clients must include males and females from different stages of life with varied presentations

provided each of the following snehana therapies at least twice:

abhyanga

bala abhyanga

shiro abhyanga

nabhi - naval vijnanam and massage

karna purana (oil in ear)
nasya, pratimarsha (oil in nose)

sat karma - kunjala, neti, baghi, basti, bhastrika, nauli

shad upkarmas

langhana

brimhana

rukshana

snehna

svedana

sthambana

chavitti

pregnancy massage (part of abyanga)

massage after pregnancy (mother massage)

udvartana (massage with pressure, dry and unctuous)

udgharshana

navarakizi

yoga chikitsa

provided Ayurvedic therapeutic dhara treatments, including each of the following at least twice:

shiro dhara

parisheka

pizichil

pinda sweda

lepas, basti

bhaspa sweda

cleanses

provided Ayurvedic therapeutic basti treatments, including each of the following at least once:

hrud basti - snehan over the cardiac region (hridaya)

kati basti - snehan over the lumbrosacral region (kati)

created and maintained complete and accurate client records

interacted effectively with clients during treatments, providing clear, accurate and supportive information and guidance

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for providing remedial therapies:

codes of conduct

duty of care

infection control

informed consent

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

work role boundaries

working within scope of practice

presenting symptoms that require referral to a medical practitioner

work health and safety

macrocosm and microcosm & primordial elements, panchamahabhutas

trigunas

doshas

five forms of vata

five forms of pitta

five forms of kapha

dhatus

malas

agni

prakruti

examination of the constitution of an individual, prakruti parikshan

healthy person, swastha purusha

ama

Ayurvedic remedial therapies and how to apply them:

what each therapy does

what effects it might have

what the cautions and contraindications are

herbalised oils and powders used

Ayurvedic massage oils and powders

tailas (herbalised oils) lepas, pastes, bolusses and powdered herbs and how to prepare/ dispense them

science of marma:

classifications

marma points and their reflex points

additional marmas in the body

techniques of marma massage (107 important points)

theory of panchakarma

potential reactions during treatment and how to respond

potential reactions following treatment and appropriate client advice

methods of monitoring treatment progress

re-assessment

client feedback

types of advice and resources that can be provided to clients for their use outside the clinical environment

barriers to therapeutic progress and ways to respond within an Ayurvedic framework

documentation requirements for recording treatment details

types of symptoms within each body system that may be treated with Ayurvedic tactile therapies

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated clinical environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

Ayurvedic clinic therapy room with relevant equipment

herbs, base, essential, herbal oils, waxes, ghees

modelling of industry operating conditions, including provision of services to the general public

clinic supervision by a person who meets the assessor requirements outlined below

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must:

have at least 5 years current clinical experience working as an Ayurvedic practitioner providing services to the general public

hold practising membership of an Australian professional body that represents Ayurvedic practitioners

fulfil the continuing professional development requirements of the professional body to which they belong

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAYV009 Provide therapeutic Ayurvedic nutritional advice

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTAVY601C/HLTAYV602C/HLTAYV605D/ HLTAYV613D. Some content also in HLTAYV010. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements.

Application

This unit describes the skills and knowledge required to determine an Ayurvedic nutritional treatment strategy based on an existing diagnosis, provide relevant advice to the client and complete treatment documentation.

This unit applies to Ayurvedic practitioners working with clients to address specific therapeutic needs.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish dietary and nutritional plans	1.1 Identify potential dietary modifications or nutritional supplements based on identified vrikruti and virudha ahara (lifestyle) from within the Ayurvedic framework 1.2 Assess inherited, congenital, acquired and seasonal factors that may be affecting nutritional status 1.3 Consider treatment and advice provided by other health care professionals 1.4 Determine any contraindications to dietary changes and supplement provisions and adjust plan accordingly 1.5 Take into consideration cultural factors and other possible client compliance issues 1.6 Establish timeframe, therapeutic expectations and evaluation mechanisms 1.7 Clearly document plan and its component parts using language to assist client interpretation
2. Provide advice and resources to the client	2.1 Clearly explain proposed dietary plan to client with rationale and expectations 2.2 Provide clear instructions, and negotiate if required 2.3 Explain factors which may interfere with the effectiveness of the treatment 2.4 Negotiate the management of dietary modifications in relation to other current medicines 2.5 Request client to monitor responses to the supplements and to contact practitioner as required 2.6 Clarify and agree responsibilities of practitioner and client within the treatment plan 2.7 Explain and agree evaluation strategies
3. Complete treatment documentation	3.1 Accurately record details of dietary plans and recommendations in client file 3.2 Record arrangements for treatment review according to clinic guidelines

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAYV009 Provide therapeutic Ayurvedic nutritional advice

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTAVY601C/HLTAYV602C/HLTAYV605D/ HLTAYV613D. Some content also in HLTAYV010. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of at least 400 hours of Ayurvedic client consultation work

prepared at least 40 different nutritional plans. Clients must include males and females from different stages of life with varied presentations, including:

dosha imbalances

ama

deficiency or excess in the dhatus, agni, malas, doshas and ojas

followed Ayurvedic principles by determining appropriate strategies based on the diagnosis and evaluation of:

nutritional status

physical, mental and emotional status

available medical data

particular client issues, addictions or preferences

contraindications

planned strategies to balance rajasic and tamasic gunnas, to reduce ama generation, to eliminate the excessive build up of doshas, to open all srotamsi, to maintain optimum agni, to restore balanace and ojas and to sustain health at all the four levels

interacted effectively with clients:

provided clear advice with rationale, expectations and affecting factors

explained and agreed treatment monitoring and evaluation

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for provision of nutritional advice:

codes of conduct

duty of care

informed consent

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

work role boundaries

working within scope of practice

presenting symptoms that require referral to a medical practitioner

work health and safety

principles of Ayurvedic nutrition and diet:

ahara, vihara aushadhi principle

prakruti and vikruti specific

variations necessary with the changing seasons

digestive processes

rasa, virya and vipaka, prabhawa and gunnas

agnis and their functions

shath rasa - the six tastes

tridosha theory

triguna theory and its relationship to food

virudha ahar

Ayurvedic food classifications, categories, composition and therapeutic uses:

fruit

vegetables

dairy

animal foods

oils

sweeteners

nuts and seeds

grains

beans and legumes

herbs and spices

best utility of ahara

gruels

virudha ahara

pratinidhi ahara

ahara to suit various prakruti and vikruti

types and features of culinary herbs and spices in Ayurveda

rasayana, vajikarana & chikitsa preparations

types and features of foods containing macronutrients and micronutrients, vitamins and minerals, carbohydrates, fats and proteins

function of fibre in the body

types and features of foods that affect the mind and moods, and the body:

food additives

preservatives

colouring

alcohol/drug consumption

virudha ahar

fast food dependence

wrong diet choices for prakruti

Ayurvedic cooking and food preparation techniques for major food classifications

features of ama, its causes signs and symptoms (emotional, mental and physical)

nutritional supplements in the Ayurvedic framework:

main Ayurvedic nutritional supplements used for each system/condition/mind state

appropriate safe dosage levels for different groups

potential adverse effects

principles of formulation - including dosage, dosage form, and duration of treatment according to reference texts

drug-nutrient and nutrient-nutrient interactions

amino acids (essential and non-essential)

potential impact of supplementation on the condition or disease state, including preventative action

types of dietary modifications and their indications for use:

exclusions

inclusions

increased consumption

decreased consumption

environmental factors and their relationship to nutritional status, including:

pollution

demographic

rtucharya and sandhis

main types and culinary characteristics of diets that are part of contemporary Australian society

meaning of:

drug–food interactions

food allergy

food intolerance

key health and legal consequences of failing to address special requirements:

allergic reactions

anaphylaxis

food sensitivity or intolerance reactions

basic biochemistry as it relates to diet and nutrition – make up of carbohydrates, proteins, fats

contra-indications of treatment - in vikruti, particular seasons, diseases and age groups

principles and techniques for preparing nutritional plans to suit vikruti, with duration and costs

cultural restrictions on diet and nutritional supplementation

pathya kalpana (therapeutic nutrition) and preparation for:

manda (clear rice water)

peya (light rice soup)

yavagu (concentrated rice soup )

krsara (cooked wet rice with cereals)

yusha (mung dhal soup)

avaleha

brahma rasayana

ashwagandhadi lehyam

haritakyadi rasayana

chyawanprash

triphala rasayana

vilvadi lehyam

drakshavelha

bilvadilehyam

madhu

shilajatu rasayana

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated clinical environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information

private consultation area

modelling of industry operating conditions, including provision of services to the general public

clinic supervision by a person who meets the assessor requirements outlined below

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must:

have at least 5 years current clinical experience working as an Ayurvedic practitioner providing services to the general public

hold practising membership of an Australian professional body that represents Ayurvedic practitioners

fulfil the continuing professional development requirements of the professional body to which they belong

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAYV010 Select and advise on Ayurvedic medicines - dravyaguna

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTAVY601C/HLTAYV602C/HLTAYV605D/ HLTAYV613D. Some content also in HLTAYV009. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements.

Application

This unit describes the skills and knowledge required to determine an Ayurvedic medicine treatment strategy based on an existing diagnosis, provide relevant advice to the client and complete treatment documentation.

This unit applies to Ayurvedic practitioners working with clients to address specific therapeutic needs.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine treatment strategy	1.1 Determine the treatment strategy, prognosis and therapeutic expectations according to the diagnosis, client needs and stage of life 1.2 Determine contraindications to treatment and modify treatment strategy accordingly 1.3 Consider treatment and advice information provided by other health care professionals 1.4 Evaluate the impact of disease phase or stage on treatment selection 1.5 Take into consideration possible client compliance issues in specific treatment options 1.6 Select medicines and administration method based on prakruti, vikruti, agni, seasons, ojas & strength of client
2. Provide advice and resources to the client	2.1 Clearly explain treatment rationale and expectations 2.2 Provide clear instructions for taking medicines, and negotiate if required 2.3 Explain factors which may interfere with the effectiveness of the treatment 2.4 Negotiate the management of selected Ayurvedic medicines in relation to any other current medicines 2.5 Request client to monitor responses to the supplements and to contact practitioner as required 2.6 Clarify and agree responsibilities of practitioner and client within the treatment plan 2.7 Explain and agree treatment evaluation strategies
3. Complete treatment documentation	3.1 Document accurate details of Ayurvedic medicines to be provided 3.2 Accurately record details of treatment recommendations in client file 3.3 Record arrangements for treatment review according to clinic guidelines

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAYV010 Select and advise on Ayurvedic medicines - dravyaguna

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTAVY601C/HLTAYV602C/HLTAYV605D/ HLTAYV613D. Some content also in HLTAYV009. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of at least 400 hours of Ayurvedic client consultation work,

created at least 40 different client prescriptions. Clients must include males and females from different stages of life with varied presentations

selected medicines based on Ayurvedic principles, determining appropriate medicines based on the diagnosis, including:

information about the condition including phase or stage

prevalent season and sandhi

agni, prapaka, vipaka, malas

triguna/state of mind

available vikruti/medical data

ahara, vihar, aushadhi

kaya chikitsa

bhaishajya kala

available medical data

particular client issues or preferences

contraindications

planned strategies to balance rajasic and tamasic gunnas, to reduce ama generation, to eliminate the excessive build up of doshas, to open all srotamsi, to maintain optimum agni, to restore balance and ojas and to sustain health at all the four levels

interacted effectively with clients:

provided clear explanations about treatment rationale, expectations and affecting factors

provided clear instructions about administration of medicine

explained and agreed treatment monitoring and evaluation

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for Ayurvedic medicines:

codes of conduct

duty of care

informed consent

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

Therapeutic Goods Administration (TGA) requirements

work role boundaries

working within scope of practice

presenting symptoms that require referral to a medical practitioner

work health and safety

dravyaguna, including:

gunas, rasapanchaka and uses of:

minimum of 100 dravya

current scheduled or restricted Ayurvedic herbs

culinary herbs

groups of herbs used in Ayurveda, their contraindications, identification and distinguishing features, interrelationships and incompatibilities

Ayurvedic herbs with respect to their use for general symptoms, energetic, psychological and physiological indications

active principles of the medicines used for each dosha/condition/system

methods of administration for medicines

ubtans, lepas, base, essential and herb oils, resins, extracts, clays, balms, washes, lubricants, pastes, decoctions

contraindications to treatments

ways to address excessive ama/doshas

principles of chikitsa to achieve the following:

shad upkarma

vyadhiharam

prakrutisthapanam

prakrutivighataka

nidanparivarjana (ch. vi)

dhatushamya chikitsa (ch. su)

vishudha chikitsa (ch. ni)

svabhava chikitsa (ch. su)

pharmacodynamics of pharmaceutical and medicines and the theory of drug action, factors modifying drug effect and dosage, drug toxicity and toxicology

pharmacokinetics of Ayurvedic medicines – drug administration, absorption, distribution, metabolism and excretion

possible obstacles to cure and responses to treatments

Supplementary measures in the management of the condition/system:

dietary considerations

exercise

lifestyle

stress

interaction of treatments with foods, other herbs, nutritional supplements and drugs

principles of formulation (including dosage and duration of treatment) for:

avaleha

chitrakharitaki

drakshavelha

erand pak

haridrai khanda

haritakyadi rasayana

kutjavelha

musali pak

saubhagya shounthi pak

shilajatu rasayana

supari pak

triphala rasayana

ghritam - a minimum of 5

kashayam - a minimum of 5

choorana - a minimum of 10

guggulu – a minimum of 7

vati - a minimum of 5

lauh mandoor – a minimum of 2

asava and arishta – a minimum of 10

bhasmas - a minimum of 5

arka - a minimm of 2

shad bindu taila- a minimum of 5

swarsa

kalka

kwatha

hima

phanta

ubtan,

dravaka

ghrita

lavana kshara

lepa

mandoora

pishti

sattva

taila

varti

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated clinical environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information – case notes, health record

private consultation area

Ayurvedic Formulary of India

Ayurvedic Pharmacopoeia of India

other Ayurvedic reference texts

online TGA references regarding labelling

information on scheduled herbs

modelling of industry operating conditions, including provision of services to the general public

clinic supervision by a person who meets the assessor requirements outlined below

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must:

have at least 5 years current clinical experience working as an Ayurvedic practitioner providing services to the general public

hold practising membership of an Australian professional body that represents Ayurvedic practitioners

fulfil the continuing professional development requirements of the professional body to which they belong

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAYV011 Prepare and dispense Ayurvedic medicines - dravyaguna

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements.

Application

This unit describes the skills and knowledge required to obtain and store materials, prepare Ayurvedic medicines as per the Ayurvedic formulary of India and the Ayurvedic pharmacopoeia of India, and dispense those medicines according to a pre-prepared script or order.

This unit applies to any practitioner who provides Ayurvedic medicines to clients.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Obtain and store materials	1.1 Determine authorised and reputable sources of products certified to be free of insecticides, pesticides, chemicals, preservatives, heavy metals and contaminants 1.2 Source natural raw, semi-processed, processed and manufactured materials as required for scope of practice 1.3 Determine storage requirements for different types of herbs and materials 1.4 Maintain integrity of materials through correct handling and storage 1.5 Maintain stock levels according to clinic requirements
2. Prepare Ayurvedic medicines according to Ayurvedic Formulary of India and Ayurvedic Pharmacopoeia of India	2.1 Check and prepare equipment for operational readiness 2.2 Select and assemble ingredients according to order 2.3 Make accurate calculations for quantities and ratios 2.4 Follow Ayurvedic rituals, mantra recitation and meditations and clear non-sattvic influences 2.5 prepare medicine according to Ayurvedic medicine methodology 2.6 Label and store medicines according to legal requirements and Ayurvedic guidelines
3. Dispense Ayurvedic medicines	3.1 Establish form and quantity of required medicines from prescription or order 3.2 Follow procedures to prevent contamination of or by the medicine 3.3 Check and prepare dispensing equipment for operational readiness 3.4 Select and assemble prescribed medicine and dravya 3.5 Package and label correct quantities into suitable containers with clear and accurate labelling 3.6 Provide accurate instructions for administration and care of Ayurvedic medicines 3.7 Complete accurate dispensing documentation according to clinic guidelines and legal requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAYV011 Prepare and dispense Ayurvedic medicines - dravyaguna

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence. Minimum clinic hours added. Additional assessor requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

prepared at least 20 Ayurvedic medicines, including all of the following at least twice:

avaleha/pravahi

kashaya

kwatha choorana

guggulu

ghrita

choorana

taila

vati- gautika

lepa/ ubtan

swarsa

kalka

kwatha

hima

phanta

kshirapaka

ubtan

lepa

dispensed each of the following at least once:

arishta

arka

asava

avaleha

choorana

dravaka

ghrita

guggulua preparations

kashaya

lauh

lepa/ ubtan

talia

vati

followed dispensing processes that meet the Ayurvedic formulary of India and the Ayurvedic pharmacopoeia of India guidelines and legal requirements:

correctly interpreted prescription or order

checked materials and equipment

made accurate calculations and measurements

packed and accurately label dispensed materials

completed accurate documentation

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) requirements for the preparation and supply of Ayurvedic medicines:

Therapeutic Goods Administration (TGA) guidelines

labelling

principles of manufacturing

quality control procedures

work health and safety

format and requirements of the Ayurvedic formulary of India and the Ayurvedic pharmacopoeia of India guidelines

sources of Ayurvedic medicines and their raw, semi processed, processed and manufactured ingredients and methods to determine quality

key features of dravya used for Ayurvedic medicines:

plants used

botanical keys

plant anatomy

plant classifications and nomenclature

types of Ayurvedic medicines, what they are, how they are prepared

preparation techniques for anupanas

non-medicinal ingredients used in the preparation of Ayurvedic medicines

chemical and physical incompatibilities

techniques to prepare medicines from source materials as per Ayurvedic guidelines

Ayurvedic medicine and allopathic drug interactions, both complementary and contra indicatory

Ayurvedic medicine dispensing principles and methods

significance and methods of monitoring control points within the dispensing process

equipment and instrumentation components, purpose and operation

work health and safety hazards and controls for Ayurvedic medicines

waste handling requirements and procedures

recording requirements and procedures

environmental conditions required to maintain integrity of medicines before, during and after preparation

types of instructions that must accompany Ayurvedic medicines

procedures to prevent contamination of Ayurvedic medicines

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated dispensary environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

kitchen, bench and shelving space

cast iron woks, ceramic and steel cookware, stirrers and decanters

secure storage areas

measuring equipment

sterile containers

labels

natural and manufactured medicinal substances for preparation

distilled water

medicating alcohol

Ayurvedic formulary of India

Ayurvedic pharmacopoeia of India

other Ayurvedic reference texts

online TGA references regarding labelling

information on scheduled herbs

safety protection equipment, including fire blankets, fire extinguishers, first aid equipment

modelling of industry operating conditions, including provision of medicines to the general public

preparation supervision by a person who meets the assessor requirements outlined below

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors In addition, assessors must:

have 5 years current clinical experience working as an Ayurvedic practitioner providing services to the general public

hold practising membership of an Australian professional body that represents Ayurvedic practitioners

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTAYV012 Monitor and evaluate Ayurvedic treatments

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Application

This unit describes the skills and knowledge required to monitor and evaluate Ayurvedic treatments, both from an individual client and whole of practice perspective.

This unit applies to Ayurvedic practitioners.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Evaluate client progress	1.1 Seek client feedback about treatment impacts and compliance with the treatment plan 1.2 Make own observations and assessment of client changes based on Ayurvedic framework 1.3 Evaluate treatment impacts in relation to client’s physical, mental, spiritual and emotional wellbeing 1.4 Compare changes and improvements with expectations in the treatment plan, existing research and evidence from own practice 1.5 Seek additional information from clients when progress suggests this is needed 1.6 Accurately document progress in client treatment plan
2. Adjust treatment based on evaluation	2.1 Determine the need for adjustment to treatment plan based on evaluation of client progress 2.2 Identify and respond to factors that may be inhibiting client progress 2.3 Adjust treatment plans based on outcomes and sources of research or evidence that support Ayurvedic practice 2.4 Accurately document any adjustments to treatment plans
3. Develop practice based on evaluation	3.1 Review progress of clients in context of own individual practice 3.2 Identify areas of own practice for further research or development to support client outcomes 3.3 Pro-actively seek and respond to professional development opportunities

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTAYV012 Monitor and evaluate Ayurvedic treatments

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of at least 400 hours of Ayurvedic client consultation work

managed at least 40 different Ayurveda assessment and treatment sessions - clients must include males and females from different stages of life with varied presentations

monitored and evaluated treatments provided to at least 10 different clients presenting with at least 2 sessions per client

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for monitoring and evaluation:

children in the workplace

codes of conduct

duty of care

informed consent

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

work role boundaries

working within scope of practice

presenting symptoms that require referral to a medical practitioner

work health and safety

types of criteria by which Ayurvedic treatments are evaluated, including regular client follow-ups and feedback

typical complications associated with different treatments and therapies and how to respond in an ongoing treatment plan

expectations of treatment for different conditions and client groups, and factors that impact on those expectations:

client history

contraindications

compliance

interactions with other treatments

timeframes for expected health benefit

sources of research and evidence that support Ayurvedic practice

principles underpinning continuation or variation of treatment and the Ayurvedic rationale that underpins these

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated clinical environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information – case history, treatment plan

private consultation area

modelling of industry operating conditions, including provision of services to the general public

clinic supervision by a person who meets the assessor requirements outlined below

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must:

have at least 5 years current clinical experience working as an Ayurvedic practitioner providing services to the general public

hold practising membership of an Australian professional body that represents Ayurvedic practitioners

fulfil the continuing professional development requirements of the professional body to which they belong

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTCAR001 Perform electrocardiography (ECG)

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTCA401/HLTPAT407. Minimal changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to prepare for and conduct electrocardiography (ECG) procedures, producing traces that are suitable for diagnostic purposes. It does not include interpretation of the ECG.

This unit applies to any health worker conducting ECG procedures. ECGs are performed in medical centres, hospitals and cardiologist rooms.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element.
1. Prepare electrocardiography machine for use	1.1 Check cleanliness and settings of ECG machine prior to use in accordance with organisation procedures and infection control requirements 1.2 Prepare ECG leads in accordance with the manufacturer’s specifications
2. Prepare for ECG procedure	2.1 Greet client courteously and identify self 2.2 Identify client following organisation and regulatory procedure 2.3 Obtain, interpret and accurately record personal and clinical information in accordance with organisation policies and procedures 2.4 Provide complete and accurate information in easily understood language regarding the ECG procedure to client 2.5 Provide client with the opportunity to ask questions and discuss areas of concern 2.6 Obtain consent following ethical and legal requirements
3. Prepare client for ECG procedure	3.1 Maintain client privacy and dignity throughout procedure 3.2 Follow standard infection control procedures 3.3 Position the client correctly and comfortably as recommended by manufacturer or organisation procedure for different client groups 3.4 Prepare client’s skin for electrode placement in accordance with organisation procedures and manufacturer instructions 3.5 Attach leads in accordance with procedure required and manufacturer’s recommendations, and double check lead placement 3.6 Identify potential client risks and advise supervisor if risk exists
4. Produce an ECG trace	4.1 Produce trace and check trace for diagnostic suitability 4.2 Identify and respond to situations where repeat trace is required 4.3 Forward trace to relevant organisation or medical officer for interpretation using required method of transmission according to organisation procedure 4.4 Record episode details in accordance with organisation procedures
5. Complete ECG process	5.1 Remove ECG leads and electrodes from client maintaining client privacy and ensuring skin integrity 5.2 Provide client with assistance as required, on completion of procedure 5.3 Dispose of waste in accordance with waste management procedures 5.4 Store ECG machine in accordance with manufacturer’s specifications

Foundation Skills

The Foundation Skills describe those required skills (language, literacy and numeracy) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTCAR001 Perform electrocardiography (ECG)

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTCA401/HLTPAT407. Minimal changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

followed established technical, infection control and safety requirements and produced at least 3 different ECG traces satisfactory for diagnostic purpose

identified and responded appropriately to situations of interference, increased amplitude or wandering baseline

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for ECGs, and how these are applied in organisations, including:

children in the workplace

duty of care

informed consent

mandatory reporting

privacy, confidentiality and disclosure

records management

work role boundaries

work health and safety

standard infection control requirements

key features of AS/NZS 3200.1.2:2005 and AS/NZ 3551:2012 or their successors, in relation to ECG equipment,

client factors that affect ECG, including:

physical limitations

respiratory function

features, function and use of ECG equipment, including:

pre-checking and calibration procedures

electrical safety requirements

common problems and how to respond

routine maintenance requirements

sources of interference, including:

client

equipment

environment

quality requirements for ECG tracing

anatomy and physiology of the heart

normal and abnormal ECG rhythms

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

ECG machine and associated leads/electrodes

client furniture

documented procedures for the candidate to follow

modelling of industry operating conditions, including:

interaction with clients

presence of situations requiring problem solving

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTCAR002 Perform holter monitoring

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Removed prerequisite.

Application

This unit describes the skills and knowledge required to attach a holter monitor and produce a diagnostic trace for submission to the requesting medical officer.

This unit applies to any health worker involved in holter monitoring. This work takes place in pathology collection centres, medical centres, hospitals and cardiologist rooms.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare equipment for use	1.1 Check equipment for good working order 1.2 Check materials for availability and supply 1.3 Insert new battery and cassette tape correctly into holter monitor
2. Prepare client for holter monitor	2.1 Greet client courteously and identify self 2.2 Identify client following organisation and regulatory procedure 2.3 Obtain, interpret and accurately record personal and clinical information in accordance with organisation policies and procedures 2.4 Provide complete and accurate information in easily understood language regarding the holter monitoring procedure to client 2.5 Provide the client with the opportunity to ask questions and discuss areas of concern 2.6 Obtain consent following ethical and legal requirements
3. Prepare for monitor recording	3.1 Maintain client privacy and dignity throughout procedure 3.2 Follow standard infection control procedures 3.3 Position the client correctly and comfortably and place electrodes in accordance with organisation and manufacturer procedures, client’s needs and current standards 3.4 Prepare client’s skin for electrode placement as required 3.5 Attach leads correctly and double check lead placement 3.6 Take a trial trace and check for interference, wandering baseline and amplitude as required 3.7 Identify potential client risks and advise supervisor if risk exists 3.8 Provide accurate instruction to client on use of device
4. Process holter monitor trace	4.1 Produce trace and check trace for diagnostic suitability 4.2 Identify and respond to situations where repeat trace is required 4.3 Remove holter monitor leads and electrodes from client 4.4 Review computer analysis of holter tape in accordance with scope of job role or organise submission of tape to requesting medical officer
5. Complete holter monitor process	5.1 Provide client with assistance as required on completion of procedure 5.2 Clean holter monitor and leads on completion of procedure in accordance with infection control procedures 5.3 Dispose of disposable holter monitor electrodes and other materials in accordance with waste management procedures 5.4 Store holter monitor leads and machine in accordance with manufacturer’s specifications and work health and safety (WHS) policy and procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy and numeracy) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTCAR002 Perform holter monitoring

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Removed prerequisite.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

followed established technical, infection control and safety requirements and produced at least 3 different holter monitor traces satisfactory for diagnostic purposes

identified and responded appropriately to situations of interference, increased amplitude or wandering baseline

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for holter monitoring, and how these are applied in organisations, including:

children in the workplace

duty of care

informed consent

mandatory reporting

privacy, confidentiality and disclosure

records management

work role boundaries

work health and safety

standard infection control requirements

client factors that affect holter monitor testing, including:

physical limitations

respiratory function

features, function and use of holter monitor equipment, including:

pre-checking procedures

electrical safety requirements

common problems and how to respond

routine maintenance requirements

sources of interference:

client

equipment

quality requirements for a holter monitor trace

anatomy and physiology relevant for performance of holter monitoring testing and interpretation

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

holter monitor

procedures for the candidate to follow

modelling of industry operating conditions, including:

interaction with clients

presence of situations requiring problem solving

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTCAR003 Assist with stress testing

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Removed prerequisite.

Application

This unit describes the skills and knowledge required to prepare clients and equipment and to assist the medical officer during a stress test.

This unit applies to any health worker assisting with stress tests. Stress tests are performed in medical centres, hospitals and cardiologist rooms.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare stress testing equipment	1.1 Check and confirm availability of materials 1.2 Check equipment for good working order in accordance with organisation procedures and manufacturer guidelines
2. Prepare client for stress testing	2.1 Greet client courteously and identify self 2.2 Identify client following organisation and regulatory procedure 2.3 Obtain, interpret and accurately record personal and clinical information in accordance with organisation policies and procedures 2.4 Review client medical history and address pre-existing conditions within scope of own job role 2.5 Provide complete and accurate information in easily understood language regarding the stress test procedure to client 2.6 Provide client with the opportunity to ask questions and discuss areas of concern 2.7 Obtain consent following ethical and legal requirements
3. Attach electrodes for stress test	3.1 Maintain client privacy and dignity throughout procedure 3.2 Follow standard infection control procedures 3.3 Prepare client’s skin for electrode placement as required 3.4 Position client correctly and comfortably and place electrodes in accordance with client needs and current standards 3.5 Attach blood pressure cuff correctly to the client
4. Assist medical officer during stress test	4.1 Ensure supervising medical officer is present prior to commencement of test 4.2 Follow medical officer instruction during test 4.3 Record blood pressure and 12 lead electrocardiography (ECG) whilst client is supine and standing 4.4 Record and monitor 12 lead ECG and blood pressure during exercise and post exercise in accordance with policies and procedures 4.5 Identify and report signs of client discomfort, distress or adverse reaction to the medical officer in attendance and check equipment for true reading 4.6 Suspend or stop the test in response to adverse client reaction 4.7 Inform and reassure client, as appropriate, throughout the procedure 4.8 Maintain communication with the client throughout procedure
5. Complete stress test	5.1 Remove stress test leads and electrodes from client following correct procedure 5.2 Store stress test leads in accordance with manufacturer’s guidelines 5.3 Dispose of disposable stress test electrodes and other materials in accordance with waste management procedures 5.4 Provide client with assistance as required, on completion of the procedure 5.5 Complete, print and present report to cardiologist for review

Foundation Skills

The Foundation Skills describe those required skills (language, literacy and numeracy) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTCAR003 Assist with stress testing

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Removed prerequisite.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

followed medical officer instructions, established procedures, safety requirements and infection control guidelines and produced at least 3 different diagnostic stress test results from 3 different people

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for stress testing, and how these are applied in organisations, including:

children in the workplace

duty of care

informed consent

mandatory reporting

privacy, confidentiality and disclosure

records management

work role boundaries (and limitations)

work health and safety

standard infection control requirements

client factors that affect stress testing, including:

physical limitations

respiratory function

features, function and use of holter monitor equipment, including:

pre-checking procedures

electrical safety requirements

common problems and how to respond

routine maintenance requirements

sources of interference:

client

equipment

quality requirements for a stress test

anatomy and physiology relevant for performance of stress testing and interpretation:

basic pharmacology related to cardiac function

recognition of life threatening cardiac rhythm abnormalities

complications and contraindications for clients undergoing stress testing

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

stress testing equipment

documented procedures for the candidate to follow

modelling of industry operating conditions, including:

interaction with clients

presence of situations requiring problem solving

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTDEF001 Participate in a land based deployed health capability

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to prepare for deployment and function effectively at the operational level as part of a deployed health element.

This unit applies to Australian Defence Force (ADF) personnel working under direction in the context of a land based operational environment. Operational environments vary in accordance with Government directives and include war fighting, peacekeeping and humanitarian assistance.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Prepare for deployment	1.1 Check stores and equipment to ensure they are operational and prepared for movement and complete required documentation 1.2 Safely pack and load dedicated stores and equipment to facilitate anticipated transport outcomes 1.3 Complete personal preparation for deployment according to requirements
2. Participate in deployment activities	2.1 Use effective communication and teamwork skills 2.2 Prioritise work in consultation with other members of the team 2.3 Set up designated work areas, stores and equipment for use 2.4 Identify equipment and basic facility shortfalls and report to supervisor
3. Operate within a deployed health capability element	3.1 Receive and transfer patients in accordance with operational procedures 3.2 Adapt to specific deployment requirements in performance of operational duties
4. Participate in re-deployment activities	4.1 Work effectively as part of a team to re-deploy the health element 4.2 Refurbish stores and equipment for future operations 4.3 Identify stores and equipment shortfalls and report to supervisor 4.4 Safely pack and load dedicated stores and equipment for redeployment 4.5 Participate in debriefing/evaluation activities to improve future deployments and address individual’s needs

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTDEF001 Participate in a land based deployed health capability

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

completed the following according to the overarching operational mandate and standing orders, policies and instructions for that deployment:

participated in core role as an effective member of a deployed health capability over a 36-hour period

completed the following individual preparations:

inoculations

fitness and medical/dental checks

personal kitting

wills

loaded, set-up and operated the following stores and equipment using safe manual handling techniques:

tentage

medical equipment

power systems

general field equipment

personnel kitting

erected deployment shelters

adapted to the unique requirements of a specific deployment

used effective communication and teamwork skills:

active listening

questioning

feedback

information sharing

collaborative planning

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal, ethical and military requirements for working in land based deployment:

codes of practice

duty of care

infection prevention and control

informed consent

mandatory reporting

privacy, confidentiality and disclosure

records management and documentation

rights and responsibilities of workers, employers and clients

specific military information sources that inform work practice:

ADF publications

health policy directives

land warfare manuals

Law of Armed Conflict (LOAC)

Geneva conventions

maritime and aviation orders

operational mandate

operational/movement orders and expectations

organisation/unit standard operating procedures

current operational mandate

work role boundaries – responsibilities and limitations

work health and safety

organisation policies and procedures pertinent to own capability

individual readiness requirements

manual handling techniques that support safe work practice and safe loading:

preparing the load/client

preparing the environment

using the stronger muscles in the legs where possible, rather than spinal muscles

maintaining a neutral spine when lifting and carrying

using two hands to lift or carry

keeping the load close to the body/centre of gravity

avoiding lifting objects above shoulder height

minimising repetitive movements

positions not held for long periods of time

avoiding twisting by repositioning feet whilst turning

equipment and stores operating instructions and maintenance requirements pertaining to designated deployment logistics

general health element components, organisation of roles and associated support (i.e. Roles 1, 2 & 3) logistical supply chain for the deployment

operational posture requirements (duty systems, weapons, daily routines, shifts and rosters, local defence procedures, movements orders and environmental constraints)

role of other health care providers and capabilities

set-up and operation of equipment contained within own health capability

structure, function and layout of own health capability

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions over a continuous 36 hour period. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

a simulated operations area requiring the establishment of a health element to support the embedded forces

multiple mannequins, actors and support staff to establish a working environment for operations and participate in military based scenarios

a land based health element

catering, shelter, hygiene facilities (personnel barracks/sleeping quarters)

transport vehicles

modelling of industry operating conditions, including presence of, and interaction with, sufficient personnel to support the exercise requirements

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors. In addition, assessors must have at least 3 years’ experience as a military officer/senior non-commissioned officer (SNO) with deployment experience for all military components.

Subject matter experts with a minimum of 3 years clinical experience will also be required for any clinical scenarios assessed during the exercise.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTDEF002 Provide treatments for common conditions

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to assess and treat a nominated and limited range of common health conditions and injuries.

This unit applies to Australian Defence Force (ADF) health care providers working within a military context in remote and operational contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Perform a basic patient assessment	1.1 Establish and accurately record a basic patient history 1.2 Ascertain the history of the complaint through patient questioning 1.3 Conduct basic clinical assessment and measurements according to established procedures and infection control requirements 1.4 Maintain patient privacy according to guidelines 1.5 Identify and respond to requirement for further referral 1.6 Liaise with other health care providers as applicable for ongoing assessment
2. Determine treatment plan	2.1 Determine treatment options most suitable to the patient’s condition. 2.2 Liaise with other health care providers in determining treatment options according to client needs 2.3 Read and correctly interpret medical reports and other data relevant to the condition 2.4 Provide accurate and current patient advice on assessment and treatment options 2.5 Develop a treatment plan, in accordance with clinical guidelines and authorised treatment procedures
3. Implement treatment plan	3.1 Gain appropriate consent to proceed with treatment plan 3.2 Implement proposed plan following clinical guidelines and authorised treatment procedures 3.3 Use equipment according to manufacturer instructions 3.4 Organise follow up appointment for treatment evaluation 3.5 Accurately document treatment provided
4. Manage and review the treatment	4.1 Monitor treatment outcomes against expectations 4.2 Provide ongoing advice to patient regarding condition 4.3 Evaluate therapeutic expectations and liaise with other health care professionals regarding ongoing treatment. 4.4 Amend treatment plan as required 4.5 Organise ongoing referral as required 4.6 Accurately document treatment outcomes and follow up appropriately

Foundation Skills

The Foundation Skills describe those required skills (employability skills, language, literacy and numeracy) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTDEF002 Provide treatments for common conditions

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	performed an accurate clinical assessment in accordance with established procedures at least 4 times, incorporating all of the following:

-	patient history

-	known allergies and medications

-	temperature, pulse and respiration, blood pressure (TPR&BP)

-	oxygen saturation (SaO2)

-	non invasive general physical examination

-	examination of presenting condition

-	assessment outcomes

•	developed and applied treatment(s) for the following conditions according to established procedures:

-	acute rhinitis

-	allergic rhinitis

-	bites and stings

-	bowel constipation

-	common cold

-	contact dermatitis

-	diarrhoea

-	fever

-	fungal and yeast infections of the skin

-	headache

-	influenza

-	lip soreness

-	malaria (prickly heat)

-	motion sickness

-	parasitic infestations of the skin

-	pharyngitis

-	worms/parasitic infestations

-	foreign body in eye

-	skin injuries, including blisters, lacerations, punctures, grazing, contusions or minor burns

-	soft tissue injuries, including haematoma, sprain, strain or overuse injuries

•	used all of the following treatments and approaches:

-	application of hot/cold therapy

-	basic dressings and bindings

-	sports strapping/bandaging

-	issue and administration of topical and enteral medication (oral and rectal)

-	referring for further clinical assessment and treatment

•	used effective communication techniques during the client interview process, including:

-	two way questioning

-	clinical education

-	treatment plan support

-	negotiation

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal, ethical and military requirements for treatment provision:

codes of practice

duty of care

infection prevention and control

informed consent

mandatory reporting

privacy, confidentiality and disclosure

records management and documentation

rights and responsibilities of workers, employers and clients

specific information sources that inform work practice:

Primary clinical care manual (PCCM)

organisation/unit standard operating procedures

current operational mandate

established clinical procedures

work role boundaries – responsibilities and limitations

work health and safety

anatomy and physiology, including:

structure and function of the following human body systems and their interactions:

cells, tissues and organs

cardiovascular system

respiratory system

musculo-skeletal system

endocrine system

digestive system

urinary system

reproductive system

integumentary system

lymphatic system

nervous system, including sensory systems – eye and ear

the special senses – smell, taste, vision, equilibrium and hearing

immune system

anatomical and medical terminology:

when referring to the human body

when taking measurements in different body systems

patient assessment requirements and techniques

normal values and parameters

aspects of the common conditions listed in the Performance Evidence, including:

presenting symptoms

disease process and phases

treatment modalities and their contraindications

medical tests and diagnostic procedures and the need for referral

patient compliance consequences

principles of clinical assessment, prescribing, and case management

referral procedure and pathways

role of other health care providers and support services

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

a health centre/clinic/hospital environment with sufficient patient throughput to meet the majority of performance evidence requirements

casualties (high fidelity simulation, resuscitation mannequins and/or actors)

clinical documentation

medical equipment for assessment purposes

equipment and consumables for treatment purposes

pathology samples/containers requiring labelling

modelling of industry operating conditions, including:

a minimum of 2-3 people for the consultation/treatment

a minimum of 1-2 other personnel supporting the scenario/workplace (i.e. for referrals, ongoing advice)

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors. In addition, assessors must have at least 3 years’ experience as a clinical health professional in a primary healthcare setting.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTDEF003 Perform the duties of a scribe during casualty resuscitation

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to accurately obtain and document casualty information from various sources during a resuscitation.

This unit applies to Australian Defence Force (ADF) personnel working as part of a resuscitation team in an operational context.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Prepare for the role of scribe	1.1 Prepare resuscitation documentation prior to arrival of casualty 1.2 Prepare resuscitation area to receive the casualty in accordance with preliminary clinical data obtained and direction from resuscitation team leader 1.3 Prepare own personal protective equipment in accordance with organisation policies and procedures 1.4 Follow guidance from team leader and resuscitation team members in accordance with prescribed role
2. Participate as a scribe in the resuscitation	2.1 Follow personal hygiene and infection control procedures 2.2 Ascertain casualty identity and history and record accurately 2.3 Record treatment information and casualty’s response to treatment 2.4 Maintain chronological record of events and procedures of the resuscitation 2.5 Communicate relevant treatment information to other team members to aid in the continuity of care of the casualty
3. Perform post resuscitation duties	3.1 Accurately complete all relevant documentation 3.2 Provide documentation to team leader for authorisation 3.3 Organise ongoing casualty transfer in accordance with procedures 3.4 Refurbish resuscitation area in preparation for the next resuscitation 3.5 Participate in post event team debrief as applicable

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTDEF003 Perform the duties of a scribe during casualty resuscitation

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

completed the following tasks at least 3 times in line with governing regulations, trauma codes of practice and workplace procedures:

interpreted clinical data from multiple resources and accurately recorded details chronologically within emergency time constraints

recorded the following clinical information in a legible and clear manner:

medication

observations

assessment outcomes

interventions

referrals

pathology specimens

consumables (i.e. traceable with serial numbers)

operated/interpreted the following basic resuscitation equipment:

vital signs monitoring

intra-venous lines and fluids

monitors

used effective communication and teamwork skills:

active listening

questioning

feedback

information sharing

completed basic arithmetic calculations and recorded numbers

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal, ethical and military requirements for scribe work:

codes of practice

duty of care

infection prevention and control

informed consent

mandatory reporting

privacy, confidentiality and disclosure

records management and documentation

rights and responsibilities of workers, employers and clients

specific information sources that inform work practice:

Primary clinical care manual (PCCM)

organisation/unit standard operating procedures

current operational mandate

work role boundaries – responsibilities and limitations

work health and safety

documentation used for casualty resuscitation purposes, including associated pathology requirements

personal protective equipment requirements

standard resuscitation equipment schedules and operation

clinical monitoring requirements for resuscitation

documentation processes relevant to receiving and resuscitating a casualty

medical terminology

basic anatomy and physiology of all body systems

general resuscitation protocols provided by Australian Resuscitation Council (ARC)

general pathology and investigative requirements pertaining to standard resuscitation processes

inter-departmental transfer requirements

role of other resuscitation team members and support services

storage and security requirement for personal effects (including weapons, explosives and pyrotechnics)

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

a resuscitation bay mimicking the work environment

casualties (high fidelity simulation, resuscitation mannequins and/or actors)

documentation used within the resuscitative environment

pathology samples/containers requiring labelling

modelling of industry operating conditions, including:

a minimum of 3 people in the resuscitation team

a minimum of 1-2 other personnel supporting the resuscitation

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors. In addition, assessors must have at least 3 years’ experience as a health professional in a resuscitative/emergency department setting.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTDEF004 Attend to emergency patients being transported by road

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to convey and receive information, safely move and transport patients, and hand patient over to destination facility.

This unit applies to Australian Defence Force (ADF) clinical health care providers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Convey and receive information relating to the incident	1.1 Identify patient to be transported and ascertain clinical requirements for transport 1.2 Plan client care and equipment requirements within scope of own role 1.3 Determine route and timings for transfer from operational information 1.4 Report clear and comprehensive details to all personnel involved in the plan 1.5 Provide patient with clear information on transport procedures as appropriate
2. Move patient safely	2.1 Secure patient and equipment for transport according to safety requirements 2.2 Conduct loading/unloading smoothly following safe manual handling procedures 2.3 Prevent unnecessary movement that may exacerbate clinical condition 2.4 Recognise and respond to patient privacy considerations
3. Transport patient	3.1 Check that patient has been adequately prepared for transport in accordance with directions and plan 3.2 Identify and respond to any change to original transport plan 3.3 Maintain continuity of care during transport 3.4 Use clinical equipment during transport as required 3.5 Liaise with the vehicle driver to optimise patient care 3.6 Maintain communication between driver and destination facility to optimise patient care
4. Hand over patient to destination health facility	4.1 Accurately document clinical information regarding transport 4.2 Follow procedures to maintain confidentiality of information 4.3 Provide a verbal clinical report to the receiving health professional 4.4 Convey transport concerns as applicable 4.5 Continue patient care until responsibility is taken over by staff of the destination facility

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTDEF004 Attend to emergency patients being transported by road

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

developed and documented at least 1 transport/movement plan that includes:

logistical requirements, including relevant points of contact

clinical requirements

transported a patient by road in at least 2 different situations in accordance with state/territory regulations and organisation policies and procedures:

used safe manual handling techniques

used ancillary equipment

used effective communication during the transport process:

used communication equipment and systems

communicated with vehicle driver

communicated with health professionals using appropriate medical terminology

adapted approaches to clinical tasks to the emergency transport context

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal, ethical and military requirements for emergency transport:

codes of practice

duty of care

infection prevention and control

informed consent

mandatory reporting

privacy, confidentiality and disclosure

records management and documentation

rights and responsibilities of workers, employers and patients

work role boundaries – responsibilities and limitations

work health and safety, manual handling safety for self, patients and equipment

organisation policies and procedures for patient transport

methods of loading and unloading patients under life-threatening conditions

types of movement that exacerbate clinical conditions

patient care and restraint during transportation

configuration of the road transport vehicle being used for carriage

operation of communications equipment (radio/2 way)

features of AS/NZS 4535:1999 ambulance restraint systems that apply to patient transport from an individual worker’s perspective

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

a road transport vehicle suitable for patient transport

casualties (high fidelity simulation, resuscitation mannequins and/or actors). Note: 1 transport assessment must include an actual person (not a mannequin) and can be conducted in a simulated role

documentation used within the emergency environment

in service stretchers

modelling of industry operating conditions, including:

a minimum of 2 people in the transport team (1 driver and the designated carer)

a minimum of 1-2 other personnel supporting the transport process

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors. In addition, assessors must have at least 3 years’ experience as a health professional in an acute care/emergency/pre-hospital department setting.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTDEN001 Prepare for and assist with oral health care procedures

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum hours added. Removal of pre-requisites Supersedes HLTDA303D

Application

This unit of competency describes the skills and knowledge required for a dental assistant to assist the operator by preparing the dental surgery including preparing necessary equipment, instruments and materials for oral health care procedures, and to assist the operator during the delivery of these procedures.

This unit applies to dental assisting work.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare the dental surgery for oral health care procedures	1.1 Make accessible in the clean zone of the surgery the patient’s necessary charts and records 1.2 Identify correctly the planned procedure 1.3 Anticipate and select correctly the equipment, instruments materials and medicaments for the planned procedure, and arrange them in their likely order of use 1.4 Give personal protective equipment to the patient and members of the dental team 1.5 Support aseptic techniques to prevent the spread of infection
2. Use dental terminology in communication within the health care setting	2.1 Communicate with other members of the dental team using dental terminology 2.2 Receive, understand and document written and oral instructions using dental terminology 2.3 Use and correctly interpret frequently used abbreviations and symbols in dentistry 2.4 Refer to the Australian Schedule of Dental Services and Glossary for interpreting information used in dental assisting work.
3. Record personal, medical and dental details	3.1 Actively encourage patients to provide complete information without embarrassment or hesitation 3.2 Make accurate, legible and legal records of the patient’s personal, medical and dental information as directed by the operator 3.3 Verify this information in accordance with operator requirements 3.4 Maintain confidentiality of patient information
4. Select and prepare syringe safely for local anaesthesia	4.1 Select and prepare the correct syringe, cartridge and needle for local anaesthesia as directed by the operator 4.2 Check the expiry dates for the local anaesthetic cartridge prior to use 4.3 Transfer the unused local anaesthetic syringe to the operator in accordance with infection control guidelines for the transfer of sharps between health care workers 4.4 Disassemble syringe, cartridge and dispose of needle and cartridge appropriately
5. Assist the operator during oral health care procedures	5.1 Select and transfer to the operator the instruments, the equipment, materials and medicaments required for oral health care procedures 5.2 Assist the operator to maintain a clear field of vision 5.3 Clear the mouth of oral fluids and debris, and control moisture 5.4 Retract and protect the patient’s soft tissues using instruments and materials appropriate to the procedure 5.5 Monitor the patient’s well-being and take the necessary actions without delay to support the patient and the operator 5.6 Prepare the correct materials and medicaments using the correct technique and to the correct consistency and quantity required, and within the designated timelines as directed by the operator 5.7 Select additional instruments and materials as required without contaminating sterile stock 5.8 Dispose of waste materials appropriately during the cleaning and change-over using sustainable practices and organisation protocols
6. Maintain and store instruments, equipment materials and medicaments	6.1 Check that instrument sharpness conforms to operator specifications and advise of any deficiency 6.2 Maintain instruments and equipment in good working order 6.3 Store instruments, equipment, materials and medicaments correctly, according to manufacturers’ instructions 6.4 Monitor storage requirements, shelf life and expiry dates of materials and medicaments 6.5 Report faults in equipment or instruments promptly to the operator 6.6 Ensure tracking and maintenance records are legible and accurate 6.7 Arrange for servicing of instruments and equipment in line with manufacturers’ instructions

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTDEN001 Prepare for and assist with oral health care procedures

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum hours added. Removal of pre-requisites Supersedes HLTDA303D

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	performed the activities outlined in the performance criteria of this unit during a minimum period of 50 hours of dental assisting work in a simulated environment using scenarios based on general and specialised dentistry including endodontics and oral surgery

•	performed the activities outlined in the performance criteria of this unit during a minimum period of 250 hours of dental assisting work in a dental clinic workplace

•	prepared at least 3 patients in the dental clinic workplace for oral health care procedures at the chair-side including:

-	applying standard precautions

-	ensuring instruments used for invasive procedures are sterile at time of use

-	protecting materials, equipment and instruments from contamination until required for use

•	provided chair-side support to the operator in the dental clinic workplace on at least 3 occasions during oral health care procedures for general dentistry and specialised dentistry including:

-	selecting and preparing instruments, equipment and materials as directed by the operator

-	dispensing and preparing materials and medicaments according to manufacturers’ specifications and operator’s request

•	stored materials and medicaments in accordance with manufacturers’ specifications and operator’s requirements in the workplace.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

•	dental practice and organisation policy and procedures

•	dental and medical records and charts including:

-	confidentiality of patient records

-	items that constitute a dental record

-	correct dental terminology and how it is used in hand written dental charting and computer software charting programs

-	the purpose and requirements for maintaining accurate records of examination, treatments, materials used and drugs and medicaments prescribed

-	the purpose of study casts and the materials used in their construction

-	the reasons for taking radiographs and photograph

•	fundamental oral anatomy and physiology including:

-	deciduous and permanent dentition and dates of eruption

-	structure and functions of teeth and the periodontal tissues

-	structures of the oral cavity including salivary glands and saliva

-	tooth identification

•	fundamental oral pathology including:

-	pathology of dental caries and periodontal disease

-	the main causes of dental caries and periodontal disease

-	the role of bacteria, diet and dental plaque

•	fields of dentistry required to assist the operator to carry out procedures for the full range of general oral health care procedures

•	normal growth and development of children and the promotion and maintenance of oral health and requirements of children with special needs

•	effects of ageing upon the oral tissues and the special needs of elderly dental patients

•	dental materials, their properties and correct storage

•	fundamental dental pharmacology and anaesthesia including:

-	local anaesthetic techniques

-	local anaesthetic equipment and drugs

-	complications which may arise from the administration of local anaesthesia

•	retracting soft tissues and moisture control:

-	methods of retracting and protecting soft tissue

-	methods for providing a clear field of vision

-	methods for controlling moisture

•	reasons why patients need to follow pre- and post-operative instructions, and the importance of this

•	contributing factors to medical and dental emergencies that can occur, and the appropriate response

•	aseptic techniques used in oral health care procedures

•	additional precautions of maintaining clean surfaces and managing blood and body fluid spills.

Assessment Conditions

Skills must have been demonstrated in the dental clinic workplace or in a simulated environment as specified in the performance evidence.

The requirement in the performance evidence for a minimum of 50 hours in a simulated environment using scenarios must be undertaken before demonstration of skills in the workplace with members of the public.

The following conditions must be met for this unit:

•	use of suitable facilities, equipment and resources including:

­	autoclaves

­	barrier protection materials

­	cleaning equipment

­	curing light

­	dental chair

­	dental unit (suctioning unit, water line, air turbine motors, operator light)

­	operator and assistant protective equipment

­	radiographs

­	waste disposal equipment

­	dental materials (medicaments and impression and restorative materials)

­	dental instruments (including endodontic, surgical and restorative) handpieces and burs

­	Dental Board of Australia guidelines on infection control on which the candidate bases the planning process

•	modelling of industry operating conditions, including access to real people for simulations and scenarios in dental assisting work.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must hold a minimum of 5 years clinical experience in dental assisting work.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTDEN002 Assist with dental radiography

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removal of pre-requisites Supersedes HLTDA304D

Application

This unit of competency describes the skills and knowledge required for a dental assistant to prepare patients for dental radiography. It also describes the skills and knowledge to process and mount conventional dental radiographs.

This unit applies to dental assisting work.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for dental radiography	1.1 Position the patient comfortably 1.2 Reassure the patient and explain the procedure in language that is easily understood 1.3 Ask the patient to remove items that may interfere with the radiographic examination, and offer appropriate explanation 1.4 Ensure patient, other members of the dental team and the public are protected from ionising radiations 1.5 Assist the operator in the implementation of safe work practices to minimise radiation risks to workers and to patients during procedure 1.6 Select and prepare the correct radiographic film or image receptors and relevant holders for the radiographic examination, and make it available to the operator
2. Prepare equipment and materials for dental radiography	2.1 Maintain clean and dry working surfaces 2.2 Clean and maintain processing equipment in good working order 2.3 Maintain processing solutions at the correct strength and temperature 2.4 Record accurately the date of preparation of solutions 2.5 Arrange for servicing of instruments and equipment in line with manufacturers’ instructions and Radiation Health Committee national policies, codes and standards 2.6 File equipment service records in a location within the surgery that can be readily accessed 2.7 Prepare program to receive image, correctly orientate and label radiograph and enter patient data
3. Process and mount dental radiographs	3.1 Protect processing facility and equipment against accidental intrusion of light 3.2 Wear personal protective equipment 3.3 Handle radiographic film packages or image receptors carefully so that their quality is maintained 3.4 Carry out processing stages in the correct sequence and for the appropriate duration in accordance with manufacturers’ specifications 3.5 Identify common faults caused by incorrect processing and notify operator if these occur 3.6 Rectify processing faults in accordance with operator’s instructions 3.7 Notify the operator of any processing faults that cannot be rectified prior to further radiographs being processed 3.8 Label, date and file the radiograph mounting accurately and legibly 3.9 Mount and secure radiographs in correct anatomical position for viewing
4. Maintain stock of unexposed radiographic film and chemicals	4.1 Store radiographic film, image receptors and chemicals in accordance with manufacturers’ specifications 4.2 Maintain sufficient stock 4.3 Rotate film stock so that film is used before its expiry date
5. Assure the quality of dental radiographic processing	5.1 Participate effectively in radiographic quality assurance programs 5.2 Monitor processing solutions for deterioration 5.3 Notify the operator when radiographs do not meet the quality criteria of the reference radiograph produced under optimum conditions 5.4 Collect and record all unacceptable radiographs that do not meet diagnostic standards due to processing error, and identify how processing can be improved 5.5 Dispose of waste chemicals safely in accordance with manufacturers’ specifications and legislative requirements 5.6 Maintain and clean the imaging plate scanner according to organisation procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTDEN002 Assist with dental radiography

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removal of pre-requisites Supersedes HLTDA304D

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	prepared at least 3 patients for dental radiographic imaging procedures

•	consistently applied safe work practices for dental radiography work including:

-	using protective equipment to minimise the risk of ionising radiations to self and patient

-	correctly handling, storing and disposing of radiographic films and processing solutions receptors

•	correctly processed, mounted and filed radiographic films and digital images on at least 3 occasions, including:

-	applying the correct processing procedure

-	implementing remedies for common processing faults

-	recognising common processing errors

-	handling digital receptors carefully

-	attaching accurate, legible and complete records

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This include knowledge of:

•	national and State/Territory legal and ethical requirements and considerations for dental assisting work and how these are applied in organisations and in individual practice including:

-	codes of practice and safety guides:

o	radiation protection in dentistry

o	safe use of radiation

-	duty of care

-	informed consent and statutory requirements of consent

-	practice standards – Dental Board of Australia guidelines on infection control

-	privacy, confidentiality and disclosure

-	radiation user licence

-	rights and responsibilities of workers, employers and patients

-	work role boundaries – responsibilities and limitations

-	work health and safety

•	equipment and materials used for dental radiography and the correct procedures for use including:

-	equipment for automatic processing

-	equipment for manual processing

-	equipment for digital radiography

-	reasons for rotating film stock and using film before its expiry date

-	reasons for storing films away from ionising radiation

-	safe methods of storage and disposal of processing solutions

-	the nature and purpose of processing solutions

•	production and biological effects of ionising radiation:

-	biological risks associated with X-rays

-	hazards associated with X-rays including the mechanisms by which X-rays cause damage to human tissues

-	nature and uses of X-rays

-	production of X-rays

•	process for mounting films including:

-	fundamental knowledge of dental anatomy

-	methods of mounting radiographs

•	process for processing films including:

-	procedures required for automatic film processing

-	procedures required for manual film processing

-	processing solutions and appropriate methods for their handling, preparation, replenishment, storage and safe disposal

-	reasons for light-tightness and use of safelights

-	requirements for clean working space and adequate ventilation

-	the automatic processing cycle

-	the stages of the manual processing cycle

-	procedures required for digitally transferring images

•	quality assurance of processing including:

-	criteria for determining whether a radiograph is of an acceptable quality

-	causes of common processing errors and the remedy for correction

•	code of practice for radiation protection in dentistry including:

-	methods for monitoring the adequacy of radiation protection

-	procedures for minimising radiation risks to patients, self, the oral healthcare team and the public

-	the organisation’s quality assurance policy for processing radiographs to consistent diagnostic quality

-	the purpose of quality assuring dental radiographs and its relationship to radiation protection

•	role of radiographs in dentistry including:

-	benefits and risks of dental radiography

-	digital radiography, what it is, how it is used and its advantages and disadvantages over conventional film-based radiography

-	extraoral films and applications

-	intraoral film sizes and applications

-	use of radiographs in diagnosing and monitoring dental disease.

Assessment Conditions

Skills must have been demonstrated in the dental clinic workplace with the addition of simulations and scenarios where the full range of contexts and situations cannot be provided in the workplace. The following conditions must be met for this unit:

•	use of suitable facilities, equipment and resources including:

-	barrier protection equipment and/or materials

-	dental chair and unit

-	radiographic machine

-	operator and assistant protective equipment

-	radiographs and/or sensors

-	waste disposal equipment suitable for radiographic solutions and films

-	Dental Board of Australia guidelines on infection control on which the candidate bases the planning process

•	modelling of industry operating conditions including access to real people for simulations and scenarios in dental assisting work.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must hold a minimum of 5 years clinical experience in dental assisting work.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTDEN003 Assist with administration in dental practice

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removal of pre-requisites Supersedes HLTDA306D

Application

This unit of competency describes the skills and knowledge required for a dental assistant to assist the operator by managing appointments to suit the patient and the organisation, recording and reconciling payments, and maintaining patient records.

This unit applies to dental assistants who assist with administration in dental practice.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Communicate effectively with patients and other persons	1.1 Greet patients and other visitors appropriately. 1.2 Make available an appropriate environment for the patient to complete medical, dental and financial details 1.3 Listen carefully and be sensitive to patient or carer’s point of view 1.4 Provide information to patient or carer appropriately and completely, using language that can be easily understood 1.5 Ensure patient or carer understands information provided to them 1.6 Show empathy and respect for patient or carer by being polite and avoiding negative comments
2. Respond appropriately to enquiries from patients and visitors	2.1 Maintain personal dress and presentation 2.2 Operate communication equipment effectively 2.3 Respond to enquiries promptly, politely and ethically 2.4 Determine the purpose of an enquiry and the identity of the person and retrieve relevant records 2.5 Prioritise messages and record them legibly and accurately 2.6 Refer enquiries outside area of responsibility or knowledge to appropriate supervisor 2.7 Comply with organisation protocols for electronic communication with patients or carers 2.8 Maintain confidentiality of information relating to patients, staff and the dental practice or organisation
3. Allocate appointments appropriate to patient and organisation requirements	3.1 Identify the patient’s appointment requirements 3.2 Seek agreement on an appointment time that meets the patient’s preferences and the organisation’s requirements 3.3 Apply knowledge of the patient management system to record details accurately and legibly using standard dental notation in the organisation’s appointment system 3.4 Provide a copy of appointment details to the patient 3.5 Monitor appointment schedules and notify patients and the oral health care team of any necessary changes within a suitable timeframe
4. Calculate and record basic financial transactions	4.1 Complete petty cash vouchers accurately and account for all monies 4.2 Calculate correct fees 4.3 Apply Goods and Services Tax (GST) where appropriate in line with identified requirements 4.4 Validate cheques and process credit or debit card payments 4.5 Check and record legibly and accurately payments received 4.6 Provide the patient with a receipt
5. Handle cash and record financial transactions	5.1 Balance accurately monies received against records of payment in accordance with organisation policies 5.2 Ensure cash is secured in an approved location 5.3 Respond to suspected breaches of security and take the appropriate action with minimum delay in accordance with organisation policies and procedures 5.4 Identify a record of bad debts and take appropriate action in accordance with organisation procedures 5.5 Follow organisation banking procedures correctly
6. Maintain patient records	6.1 Access and prepare the correct patient files and make notation of the appropriate fees and diagnostic records 6.2 Enter information legibly and accurately in accordance with organisation procedures 6.3 Store patient dental records correctly, securely and confidentially 6.4 Maintain up-to-date, accurate, legible and complete records of laboratory work
7. Assist with patient recalls	7.1 Apply knowledge of a patient recall system 7.2 Mark patient records with the relevant recall date as appropriate and as directed by the operator 7.3 Identify patients who are due for recall and notify them that an appointment is due 7.4 Follow-up with courtesy those patients who do not respond to a recall appointment request

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Numeracy – in order to correctly calculate basic financial calculations, including addition, multiplication and calculation of percentages.

Other foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTDEN003 Assist with administration in dental practice

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removal of pre-requisites Supersedes HLTDA306D

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	assisted with management of an appointment and recall system on 3 occasions including:

-	recording, labelling and filing forms

-	recording patient details and records

-	recording appointments

-	assessing the urgency of calls and prioritising appointments

-	responding to a range of requests for information

•	recorded financial transactions in accordance with dental practice or organisation requirements including:

-	calculating fees

-	recording payments

•	interacted effectively with at least 3 different patients from a range of different social and cultural backgrounds including:

-	showing empathy

-	dealing with conflict situations

-	asking for clarification from patient

-	using negotiation skills.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete the tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

•	national and State/Territory legal and ethical requirements and considerations, for dental assisting work including:

­	codes of practice

­	discrimination

­	duty of care

-	informed consent and statutory requirements of consent

-	practice standards – Dental Board of Australia guidelines on infection control

-	privacy, confidentiality and disclosure for the recording and storage of patient records

­	records management and health privacy principles and their application to the collection of information by the dental practice or organisation

­	work role boundaries – responsibilities and limitations

­	work health and safety

•	Dental Board of Australia guidelines on dental records

•	procedures for taking and recording appointments, including:

-	confirming appointments

-	action that must be taken for broken or cancelled appointments

-	dentist’s preferred work routine

-	particular needs that patients may have for the timing of appointments

-	relevant details that must be entered into the appointment system, and the written confirmation that must be provided to the patient

-	time constraints imposed by the dental laboratory

-	time requirements of different treatment procedures, and the effect this has on appointment scheduling

-	ways in which scheduling of appointments may cause problems for the practice, and possible methods for remedying this

•	methods used by the dental practice or organisation to identify those patients who require either recall examination or follow-up treatment

•	methods used for follow-up of patients who do not respond to recall

•	fundamental dental terminology including:

-	abbreviations and symbols used when recording dental treatment

-	community periodontal index

-	notation systems in accordance with codes and guidelines such as the Federation Dentaire Internationale (FDI) and charting symbols for tooth surfaces, cavities and other dental problems

•	processes for handling and recording financial transactions, including:

-	Health Industry Claims and Payments Service (HICAPS) electronic claims

-	issuing invoices

-	itemising patient accounts, using the coding system described in the Australian Schedule of Dental Services and Glossary wherever possible

-	operating a petty cash system

-	organisation policy on banking and secure handling of cash

-	recording payments and issuing of receipts

-	Department of Veteran’s Affairs (DVA) health care program

-	the different methods of payment, and the details that need to be recorded and checked for credit card, debit card and cheque payments.

Assessment Conditions

Skills must have been demonstrated in the dental clinic or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies as well as using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must hold a minimum of 5 years clinical experience in dental assisting work.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTDEN004 Implement an individualised oral hygiene program

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removal of pre-requisites Supersedes HLTDA407D

Application

This unit of competency describes the skills and knowledge required to implement an individualised oral hygiene program and promote oral health.

This unit applies to dental assistants and to other health care workers who are actively involved in promoting the general well-being of patients through promotion of healthy eating habits and good oral health.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1.Implement a prescribed oral health education program	1.1 Follow a prescribed oral health education program 1.2 Review patient’s current oral hygiene routines 1.3 Provide information on the causes and prevention of oral diseases to patient or carer appropriately and completely using language that can be easily understood 1.4 Provide an appropriate environment for patient or carer to ask questions and become involved in improving their oral health 1.5 Actively encourage patient or carer to follow an effective individual oral health program 1.6 Implement a review strategy to determine the effectiveness of the oral health education program
2. Demonstrate oral hygiene techniques to patient or carer	2.1 Demonstrate the presence of plaque to patient or carer using disclosing solution 2.2 Demonstrate a variety of relevant oral hygiene techniques specific to patient needs 2.3 Provide information about the advantages of different oral hygiene techniques and involve patient or carer in the decision-making process 2.4 Assist patient or carer in implementing relevant oral hygiene techniques 2.5 Demonstrate how to use appropriate aids specific to patient needs and necessary to achieve and maintain effective oral hygiene 2.6 Evaluate patient or carer oral hygiene techniques and give further instruction when appropriate 2.7 Provide information appropriately on the effectiveness and availability of fluoride as directed by the operator
3. Provide appropriate advice on cariogenic food and drinks	3.1 Involve patient or carer in a review of current dietary habits 3.2 Develop and give patient or carer appropriate information on acids and fermentable carbohydrates in a manner they can understand 3.3 Actively encourage patient or carer to ask questions or express views
4. Perform a saliva diagnostic test and record the results	4.1 Provide full details of the procedure to patient or carer 4.2 Provide specific instructions to patient or carer before the appointment where a saliva diagnostic test is planned 4.3 Select and prepare appropriate materials for a saliva diagnostic test 4.4 Perform a resting or unstimulated saliva test and record the result in accordance with manufacturers’ instructions 4.5 Perform a stimulated saliva test and record the result in accordance with manufacturers’ instructions
5. Implement a prescribed prevention program to suit an individual patient	5.1 Provide information appropriately, and as directed by the operator, on lifestyle change to assist with diminished salivary flow 5.2 Provide appropriate information on materials that can provide additional external protection to the teeth 5.3 Explain methods to increase salivary stimulation as directed by the operator 5.4 Assist the patient or carers to implement prescribed oral hygiene programs in response to saliva quality and composition

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTDEN004 Implement an individualised oral hygiene program

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removal of pre-requisites Supersedes HLTDA407D

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	provided complete and appropriate information to at least 10 different patients including:

-	providing information on the prevention of oral diseases

-	providing advice and demonstrating oral hygiene techniques

-	using learning and motivational skills to inform and motivate behaviour change.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete the tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

fundamental oral anatomy including:

-	structures of the oral cavity, hard and soft palate, lateral and posterior borders of the oral cavity, tongue and floor of the mouth

-	teeth form and function

-	dentition – arrangement of the teeth, naming and coding of teeth

plaque and its differing roles in the development of dental caries and periodontal disease

saliva and its role in maintenance of oral health including:

-	protecting teeth by neutralising acid

-	acting as a lubricant

-	delivering calcium, phosphate and fluoride to the tooth surface

understanding of the biochemical, pathological or pharmacological influences on diagnostic salivary testing and results

factors that lead to the development of dental caries including:

-	bacteria in dental plaque

-	diet

-	susceptible tooth surfaces

-	socioeconomic background including dietary intake

-	mental health conditions and awareness of oral health issues

-	age of teeth

factors that prevent and control dental caries:

-	increasing salivary flow and optimising its composition

-	fluorides

-	plaque control and removal

-	dietary change

-	oral health education

factors that lead to the development of periodontal disease including:

-	bacteria in dental plaque

-	accumulation of plaque and calculus

-	smoking

-	medications

-	age of teeth

factors that prevent and control periodontal disease including:

-	oral health education

-	plaque control

-	causes, and prevention, of non caries tooth wear:

-	erosion

-	abrasion

-	attrition

role of properly constructed and fitted mouthguards in preventing dental injuries

fundamental knowledge of the impact of smoking on oral soft tissues

fundamental knowledge of systemic conditions which influence the development of oral disease

local oral factors which influence the development of oral disease

modifications to oral health education programs related to special needs due to disability, aged care and children’s needs

oral appliances and their impact on oral hygiene maintenance

legislative requirements related to the use of fluoride in dentistry.

Assessment Conditions

Skills must have been demonstrated in a dental clinic workplace or in a simulated environment that reflects workplace conditions.

The following conditions must be met for this unit:

•	use suitable facilities, equipment and resources including:

-	personal protective equipment

-	cleaning equipment

-	disposable and non-disposable instruments

-	Dental Board of Australia guidelines on infection control

•	modelling of industry operating conditions including access to real people for simulations and scenarios in dental assisting work.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

In addition, assessors must hold a minimum of 5 years clinical experience in dental assisting work.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

HLTDEN005 Assist in oral health care procedures during general anaesthesia

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removal of pre-requisites Supersedes HLTDA408D

Application

This unit of competency describes the skills and knowledge required to assist the dentist or dental specialist in carrying out oral health care procedures on patients under general anaesthesia.

This unit applies to dental assisting work.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare patient for oral health care procedures under general anaesthesia	1.1 Confirm and document arrangements for an escort for patient following the procedure 1.2 Provide an appropriate environment for patient or carer to ask questions 1.3 Make accessible in the clean zone of the surgery the patient’s necessary charts and records 1.4 Maintain confidentiality of patient information in accordance with organisation policy and procedures
2. Prepare for oral health care procedures under general anaesthesia	2.1 Perform surgical hand wash and use aseptic technique in applying personal protective equipment in preparation for procedures under general anaesthesia 2.2 Prepare the equipment, instruments materials and medicaments for the planned procedure 2.3 Ensure instruments for oral health care procedure are ready and usable at the suite or theatre 2.4 Follow suite or theatre organisation policy and procedures 2.5 Select and transfer safely and aseptically the correct dental instruments, equipment, materials and medicaments
3. Assist patient’s discharge after undergoing oral health care procedures under general anaesthesia	3.1 Follow organisation policy and procedures while assisting in the provision of post-operative oral health care procedures 3.2 Ensure post-operative written instructions are communicated and provided by authorised person to patient or carer or escort 3.3 Assist in the authorised discharge of patient to the carer or escort

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No Equivalent Unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=ced1390f-48d9-4ab0-bd50-b015e5485705

Assessment Requirements for HLTDEN005 Assist in oral health care procedures during general anaesthesia

Modification History

Release	Comments
Release 1	This version was released in HLT Health Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Removal of pre-requisites Supersedes HLTDA408D

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

•	prepared equipment and assisted the operator with oral health care procedures for 3 different patients under general anaesthesia, including:

-	assisting in aseptically handling and correctly positioning the equipment during the procedure

-	following procedures to ensure patient safety during general anaesthesia

-	correctly maintained and stored instruments, equipment, materials and medicaments