CUADTM501A Maintain professional practice as a dance school or studio manager

Release: 1

CUADTM501A Maintain professional practice as a dance school or studio manager

Modification History

Version	Comments
CUADTM501A	This version first released with CUA11 Live Performance Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to manage professional practice in a dance school or studio setting.

Application of the Unit

Managers of private dance school or studio managers apply the skills and knowledge in this unit. These are usually small businesses with one or two employees and a number of contract dance teachers.

At this level, dance school or studio managers are responsible for aspects of dance school operations. In this role they are expected to apply initiative and judgement when participating in and planning management initiatives and organising and evaluating the work of others.

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

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.

Elements and Performance Criteria

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

Required Skills and Knowledge

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

Required skills

communication and teamwork skills to:

respond appropriately to constructive feedback on own performance as a dance school or studio manager

use effective conflict-resolution strategies as required

clearly convey information, responsibilities or requirements to key stakeholders

recognise and be sensitive to individual differences and diversity

encourage communication in the workplace

maintain high staff morale

human resource management skills to recruit, induct, train and monitor staff

initiative and enterprise skills to deal with a wide range of problems that may arise in the context of managing a dance school or studio

learning skills to provide feedback and counselling to staff by identifying areas of weakness and improvement

literacy skills to write or interpret routine documents

planning and organising skills to:

prioritise work tasks and meet deadlines

keep accurate records

develop policy and procedures

problem-solving skills to:

develop contingency plans

effectively handle issues of integrity if required

respond appropriately to the unexpected in a management situation

self-management skills to follow OHS requirements and other legal requirements and obligations as they relate to the management of a dance school or studio

technology skills to:

use standard word processing and spreadsheet software

search for information and download from the internet.

Required knowledge

overview knowledge of:

commonwealth and state or territory requirements related to:

OHS standards in the context of managing a dance school or studio

risk-management principles

duty of care

confidentiality and privacy

well-developed knowledge of:

performance appraisal processes

roles and responsibilities of industry associations or societies

Dance Industry Code of Ethics (Australian Dance Council)

Australian Guidelines for Dance Teachers

payroll and record-keeping systems

formats for policy and procedures

conflict-resolution strategies

standard processes for recruiting, inducting and coaching staff.

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 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.

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.

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.

Unit Sector(s)

Performing arts - dance teaching and management

Custom Content Section

Not applicable.