Unit of competency details

Version 

Comments 

CUADTM501A

This version first released with CUA11 Live Performance Training Package version 1.0

Element 

Performance Criteria 

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.

1. Demonstrate professional dance management practices

1.1. Adhere to the Dance Industry Code of Ethics when interacting with key stakeholders 

1.2. Ensure the Dance Industry Code of Ethics informs, and is incorporated into, materials distributed to parents or carers and students

1.3. Ensure communication  with students and parents or carers is timely, appropriate and undertaken in a professional and accountable manner

1.4. Ensure the information in the studio or school’s prospectus allows people to choose programs that best meets their needs

1.5. Ensure the studio or school’s policy and procedures  are communicated clearly to parents and carers

1.6. Avoid situations that may lead to conflict of interest 

1.7. Understand and fulfil statutory and legal responsibilities  as they relate to dance facilities

1.8. Apply risk-management principles , including risk identification and assessment as required

2. Recruit and induct staff

2.1. Complete key aspects  of recruitment according to business requirements

2.2. Complete key aspects of staff induction  according to business requirements

2.3. Clarify workplace rights and obligations of employers and employees with staff according to legal requirements

3. Manage operations

3.1. Ensure communication with staff is non-discriminatory and respectful

3.2. Ensure performance appraisals and staff counselling sessions are conducted in a positive and constructive manner and record outcomes

3.3. Maintain efficient and accurate record keeping  and payroll systems according to confidentiality and legal requirements

3.4. Continually monitor, review and correct staff allocation to particular tasks or functions according to business requirements

3.5. Provide regular opportunities for staff to discuss work-related issues and to share information and ideas

3.6. Develop contingency plans  and follow as required

Overview of assessment 

Critical aspects for assessment and evidence required to demonstrate competency in this unit 

Evidence of the ability to:

• communicate effectively with key stakeholders about:

• school or studio’s policy and procedures
• clear and appropriate arrangements concerning legal responsibilities, e.g. late collection of children
• school or studio’s prospectus
• complaint-handling procedures
• plan to handle issues of integrity

• understand and adhere to the Dance Industry Code of Ethics
• demonstrate professional management practices
• understand and adhere to relevant statutory and legal requirements.

Context of and specific resources for assessment 

Assessment must ensure access to:

• a dance studio or school environment
• relevant resources and equipment.

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
• third-party workplace reports of on-the-job performance
• verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit
• case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of maintaining professional practice as a dance school or studio manager
• direct observation of candidate maintaining professional practice as a dance school or studio manager.

Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).

Guidance information for assessment 

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

• BSBSUS501A Develop workplace policy and procedures for sustainability.

Key stakeholders  may refer to:

• colleagues
• members of the public
• parents or carers
• students
• teachers and staff members.

Communication  may relate to:

• communication in a style appropriate to:

• student’s age
• preferred method of communication
• physical or cultural factors
• sensory or intellectual impairment, e.g. sight loss or hearing loss

• communication according to the Dance Industry Code of Ethics.

Policy and procedures  may refer to:

• legal responsibility arrangements, such as:

• late collection of children from class
• persons authorised to pick up children

• duty of care
• fee structure
• reporting procedures
• record-keeping processes
• studio or school prospectus.

Situations that may lead to conflict of interest  include:

• ineffective or inappropriate complaint-handling process
• unfair comparisons or references to other colleagues, schools or studios
• establishing a school in close proximity, or in the same premises, as another dance school or studio
• knowingly scheduling events that conflict with those of colleagues
• manager or employee is in a position to use contacts or position in the organisation to advance their private business.

Statutory and legal responsibilities  may relate to:

• dance facilities
• OHS, risk assessment and risk management
• mandatory reporting
• resources
• teaching aids
• duty of care:

• medical responsibilities and issues
• privacy.

Risk-management principles  refer to:

• risk assessments:

• supervision requirements and ratios
• medical clearances
• manageable risks

• emergency plan risk identification:

• relevant activity-specific safety requirements, including equipment
• injury prevention
• first aid requirements, including cardiopulmonary resuscitation and life-saving skills required for aquatic activities
• hygiene requirements
• accident records and reporting
• medical conditions
• safety requirements for spectators and competition.

Aspects  of recruitment may refer to:

• clear and concise job descriptions and key competencies
• concise and informative job advertisements
• clearly outlined selection criteria.

Staff induction  may refer to:

• coaching staff who are unfamiliar with dance school or studio procedures
• team members being made aware of:

• responsibilities
• performance and productivity requirements
• studio or school’s policy and procedures
• work ethic.

Record keeping  may relate to:

• job descriptions
• employee or personnel records, including:

• tax file number
• remuneration
• leave
• training
• taxation and superannuation payments

• disciplinary and grievance procedures
• performance appraisals
• OHS policies
• legal obligations and responsibilities
• financial.

Contingency plans  may refer to:

• procedures to follow in the event of:

• accident
• emergency
• equipment malfunction.