CUV Arts and Culture Training Package

Release: 1.0

Contents

CUV Arts and Culture Training Package	4

CUV20313 Certificate II in Aboriginal and Torres Strait Islander Visual Arts Industry Work	5

CUV50613 Diploma of Aboriginal and Torres Strait Islander Visual Arts Industry Work	8

AHCILM305A Work with an Aboriginal Community or organisation	11

BSBADM502B Manage meetings	19

BSBCMM201A Communicate in the workplace	28

BSBCUS501C Manage quality customer service	35

BSBINN502A Build and sustain an innovative work environment	42

BSBIPR401A Use and respect copyright	51

BSBIPR501A Manage intellectual property to protect and grow business	62

BSBITU101A Operate a personal computer	74

BSBMKG414B Undertake marketing activities	81

BSBPMG522A Undertake project work	88

BSBPUB503A Manage fundraising and sponsorship activities	97

BSBRSK501B Manage risk	106

BSBSMB409A Build and maintain relationships with small business stakeholders	113

BSBSUS201A Participate in environmentally sustainable work practices	122

BSBSUS501A Develop workplace policy and procedures for sustainability	130

BSBWHS201A Contribute to health and safety of self and others	141

BSBWHS504A Manage WHS hazards and risks	147

BSBWOR202A Organise and complete daily work activities	156

BSBWOR203B Work effectively with others	164

BSBWOR402A Promote team effectiveness	170

BSBWOR501B Manage personal work priorities and professional development	178

BSBWOR502B Ensure team effectiveness	185

BSBWRT401A Write complex documents	193

CHCCD412B Work within a community development framework	201

CHCCD514B Implement community development strategies	210

CPCCOHS1001A Work safely in the construction industry	220

CUFRES401A Conduct research	232

CULATS501A Work with Aboriginal and Torres Strait Islander cultural material	242

CULCNM303A Move and store collection material	251

CULCNM501A Assess the significance of collections	260

CULCNM503A Manage the development of collections	268

CULCNM602A Develop and monitor procedures for the movement and storage of collection material	277

CULEVP201A Assist with the presentation of public activities and events	286

CULEVP202A Provide visitors with venue information and assistance	293

CULEVP403A Install and dismantle exhibition elements	299

CULEVP503A Develop and promote activities, events and public programs	308

CULEVP504A Develop exhibition concepts	319

CULRSK501A Monitor compliance with copyright and licence requirements	326

CUSFIM501A Secure funding for projects	333

CUVATS201 Prepare for work in the Aboriginal and Torres Strait Islander visual arts industry	341

Assessment Requirements for CUVATS201 Prepare for work in the Aboriginal and Torres Strait Islander visual arts industry	344

CUVATS202 Investigate and present features of Aboriginal and Torres Strait Islander culture	346

Assessment Requirements for CUVATS202 Investigate and present features of Aboriginal and Torres Strait Islander culture	350

CUVATS301 Work effectively in the Aboriginal and Torres Strait Islander visual arts industry	352

Assessment Requirements for CUVATS301 Work effectively in the Aboriginal and Torres Strait Islander visual arts industry	356

CUVATS401 Develop and apply knowledge of the Aboriginal and Torres Strait Islander visual arts industry	358

Assessment Requirements for CUVATS401 Develop and apply knowledge of the Aboriginal and Torres Strait Islander visual arts industry	362

CUVATS501 Plan Aboriginal and Torres Strait Islander visual arts projects	364

Assessment Requirements for CUVATS501 Plan Aboriginal and Torres Strait Islander visual arts projects	368

CUVATS502 Research the cultures of Aboriginal and Torres Strait Islander visual artists	370

Assessment Requirements for CUVATS502 Research the cultures of Aboriginal and Torres Strait Islander visual artists	374

CUVATS503 Work effectively with Aboriginal and Torres Strait Islander visual artists and their communities	376

Assessment Requirements for CUVATS503 Work effectively with Aboriginal and Torres Strait Islander visual artists and their communities	381

CUVCER201A Develop ceramic skills	384

CUVDIG201A Develop digital imaging skills	390

CUVDRA201A Develop drawing skills	396

CUVIND401A Communicate effectively with arts professionals	402

CUVIND501B Maintain and apply creative arts industry knowledge	411

CUVLLN201 Use basic measuring and calculating skills	421

Assessment Requirements for CUVLLN201 Use basic measuring and calculating skills	424

CUVPAI201A Develop painting skills	426

CUVPRI201A Develop printmaking skills	433

CUVPRP203A Store finished creative work	439

CUVPRP303A Select and prepare creative work for exhibition	445

CUVPRP403A Select and organise finished work for storage	451

CUVRES501A Critique cultural works	457

CUVRES502A Analyse cultural history and theory	469

CUVSCU201A Develop sculptural skills	477

CUVTEX201A Develop skills in textile work	483

CUVWOO201A Develop woodworking skills	490

FNSORG501A Develop and manage a budget	497

HLTHIR403C Work effectively with culturally diverse clients and co-workers	504

LMTFD2004B Work within an indigenous cultural framework	511

SIRXCCS201 Apply point-of-sale handling procedures	519

SIRXCCS202 Interact with customers	527

SIRXMER202 Plan, create and maintain displays	536

SITXEVT608 Plan and allocate exhibition space	542

TLIP2032A Maintain petty cash account	550

CUV Arts and Culture Training Package	557

CUV Arts and Culture Training Package

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 CUV Arts and Culture Training Package Release 1.0.
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 Industry 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 Industry 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 Industry 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 Industry, 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:	Innovation and Business Skills Australia

Release Date:	<November 2013>

Links

Companion volumes from the IBSA website - http://www.ibsa.org.au

CUV20313 Certificate II in Aboriginal and Torres Strait Islander Visual Arts Industry Work

Modification History

Version	Comments
Version 1	This qualification first released with CUV Arts and Culture Training Package V1.0.

Qualification Description

This qualification reflects the role of individuals who perform a range of mainly routine tasks using limited practical skills and fundamental operational knowledge in a defined context, working under direct supervision.

The volume of learning of a Certificate II is typically 0.5 – 1 year.

Licensing/regulatory information

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

Entry Requirements

Nil

Packaging Rules

Total number of units = 9

5 core units plus

4 elective units, of which:

up to 4 units may be from Group A

up to 2 units may be from Group B

up to 2 units may be from an accredited course or any currently endorsed Training Package at Certificate II or III level.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBCMM201A Communicate in the workplace

BSBWHS201A Contribute to health and safety of self and others

BSBWOR202A Organise and complete daily work activities

CUVATS201 Prepare for work in the Aboriginal and Torres Strait Islander visual arts industry

CUVATS202 Investigate and present features of Aboriginal and Torres Strait Islander culture

Elective units

Group A Workplace skills

AHCILM305A Work with an Aboriginal Community or organisation

BSBITU101A Operate a personal computer

BSBSUS201A Participate in environmentally sustainable work practices

BSBWOR203B Work effectively with others

CPCCOHS1001A Work safely in the construction industry

CUVATS301 Work effectively in the Aboriginal and Torres Strait Islander visual arts industry

CUVLLN201 Use basic measuring and calculating skills

CULCNM303A Move and store collection material

CULEVP201A Assist with the presentation of public activities and events

CULEVP202A Provide visitors with venue information and assistance

CUVPRP203A Store finished creative work

CUVPRP303A Select and prepare work for exhibition

LMTFD2004B Work within an indigenous framework

SIRXCCS201 Apply point-of-sales handling procedures

SIRXCCS202 Interact with customers

SIRXMER202 Plan, create and maintain displays

TLIP2032A Maintain petty cash account

Group B Arts practice

CUVCER201A Develop ceramic skills

CUVDIG201A Develop digital imaging skills

CUVDRA201A Develop drawing skills

CUVPAI201A Develop painting skills

CUVPRI201A Develop printmaking skills

CUVSCU201A Develop sculptural skills

CUVTEX201A Develop skills in textile work

CUVWOO201A Develop woodworking skills

Qualification Mapping Information

No equivalent qualification

Links

Companion volumes are available at: - http://www.ibsa.org.au

CUV50613 Diploma of Aboriginal and Torres Strait Islander Visual Arts Industry Work

Modification History

Version	Comments
Version 1	This qualification first released with CUV Arts and Culture Training Package Version 1.0.

Qualification Description

This qualification reflects the role of individuals with a sound arts or arts management knowledge base who use a range of specialised, technical and managerial competencies to plan, carry out and evaluate their own work or the work of a team. They may provide leadership and guidance to others and have some responsibility for the output of others.

The volume of learning of a Diploma is typically 1 – 2 years.

Licensing/regulatory information

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

Entry Requirements

Nil

Packaging Rules

Total number of units = 12

6 core units plus

6 elective units, of which:

a minimum of 2 units must be from Group A

of the remaining units:

up to 4 units may be from Group A, Group B and/or Group C

up to 2 units may be from any currently endorsed Training Package at Diploma level or above

up to 2 units may be from an accredited course or any currently endorsed Training Package at Diploma or Advanced Diploma level.

The elective units chosen must be relevant to the work outcome and meet local industry needs.

Core units

BSBWHS504A Manage WHS hazards and risks

BSBWOR402A Promote team effectiveness

CUVATS501 Plan Aboriginal and Torres Strait Islander visual arts projects

CUVATS503 Work effectively with Aboriginal and Torres Strait Islander visual artists and their communities

CULATS501A Work with Aboriginal and Torres Strait Islander cultural material

CUVIND501B Maintain and apply creative arts industry knowledge

Elective units

Group A Arts industry

BSBIPR401A Use and respect copyright

CUVATS401 Develop and apply knowledge of the Aboriginal and Torres Strait Islander visual arts industry

CUVATS502 Research the cultures of Aboriginal and Torres Strait Islander visual artists

CUFRES401A Conduct research

CULCNM501A Assess the significance of collections

CULCNM503A Manage the development of collections

CULCNM602A Develop and monitor procedures for the movement and storage of collection material

CULEVP403A Install and dismantle exhibition elements

CULEVP503A Develop and promote activities, events and public programs

CULEVP504A Develop exhibition concepts

CULRSK501A Monitor compliance with copyright and licence requirements

CUVIND401A Communicate effectively with arts professionals

CUVPRP303A Select and prepare creative work for exhibition

CUVPRP403A Select and organise finished work for storage

CUVRES501A Critique cultural works

CUVRES502A Analyse cultural history and theory

SITXEVT608 Plan and allocate exhibition space

Group B Community development

CHCCD412B Work within a community development framework

CHCCD514B Implement community development strategies

HLTHIR403C Work effectively with culturally diverse clients and co-workers

Group C Business and finance

BSBADM502B Manage meetings

BSBCUS501C Manage quality customer service

BSBINN502A Build and sustain an innovative work environment

BSBIPR501A Manage intellectual property to protect and grow business

BSBMKG414B Undertake marketing activities

BSBPMG522A Undertake project work

BSBPUB503A Manage fundraising and sponsorship activities

BSBRSK501B Manage risk

BSBSMB409A Build and maintain relationships with small business stakeholders

BSBSUS501A Develop workplace policy and procedures for sustainability

BSBWOR501B Manage personal work priorities and professional development

BSBWOR502B Ensure team effectiveness

BSBWRT401A Write complex documents

CUSFIM501A Secure funding for projects

FNSORG501A Develop and manage a budget

Qualification Mapping Information

No equivalent qualification

Links

Companion volumes are available at: - http://www.ibsa.org.au

AHCILM305A Work with an Aboriginal Community or organisation

Modification History

Release	TP Version	Comments
1	AHC10v5	Initial release. Supersedes and is not equivalent to AHCILM303A

Unit Descriptor

This unit covers the process of operating in an Aboriginal Community or organisation while demonstrating an awareness of Aboriginal identity, history and spirituality.

Application of the Unit

This unit is normally carried out within own area of responsibility. It requires some judgement and discretion, and would be carried out under minimal supervision within enterprise guidelines. The unit applies to participants working in and with Aboriginal communities and organisations and is also applicable to the work of repatriation workers and anthropologists.

Licensing/Regulatory Information

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

Pre-Requisites

AHCILM306A	Follow Aboriginal cultural protocols

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

ELEMENT	PERFORMANCE CRITERIA
1. Define Australian history from an Aboriginal cultural and Community perspective	1.1 Major characteristics of the social structures of Aboriginal societies are determined 1.2 Impacts on Aboriginal social structures following European colonisation are identified 1.3 Examples of resistance to European colonisation are recorded 1.4 Positive and negative effects of European colonisation are documented 1.5 Various approaches and resources which can be employed in order to identify cultural authorities for specific Country and Community are determined 1.6 Contemporary Aboriginal social, economic and political trends are researched in the context of Community life
2. Summarise actions of governments to deal with the effects of European colonisation on Aboriginal people	2.1 Major legislation and/or policy directions of governments that affect Aboriginal people are identified 2.2 Legal parameters relating to Aboriginal land ownership, acquisition and management are defined 2.3 Impacts of laws and/or policies on social structures of Aboriginal peoples are documented
3. Outline strategies for working with Aboriginal organisations and people	3.1 Differences in relation to working as an Aboriginal person (or non-Aboriginal person) within Aboriginal and non-Aboriginal communities and organisations are acknowledged and considered 3.2 Aboriginal ways of working are identified 3.3 Potential conflicts are recognised 3.4 Strategies for minimisation of conflicts are identified and implemented
4. Operate effectively in a job role working with an Aboriginal Community or organisation	4.1 Aboriginal cultural protocols are observed according to Community and/or organisational guidelines and procedures 4.2 Community traditions and customs are respected according to workplace policies and procedures 4.3 Productive relationships are built and maintained within the Aboriginal Community and organisation 4.4 Mutual respect is created and given as evidenced by effective engagement and shared outcomes with the Community and/or organisation over time 4.5 Feedback on personal work performance, interpersonal ways of relating and adherence to Aboriginal cultural protocols is valued and obtained

Required Skills and Knowledge

Required skills include: Ability to: gather information about Aboriginal and non-Aboriginal social structures summarise actions of governments to deal with the effects of European colonisation deal with personal negative responses/reactions in a positive way implement strategies that support the concept/implementation of Aboriginal management (principles) understand and engage effectively in mediation and conflict resolution operate effectively within an Aboriginal Community or organisational job role 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 apply sustainable environmental practices apply workplace health and safety requirements
Required knowledge includes: Knowledge of: Aboriginal history, cultural values and interpersonal and Community protocols authentic and authoritative sources for Aboriginal cultural information, material and expression able to be accessed and shared Aboriginal communities and social structures Aboriginal cultural customs and heritage history of British society and dispossession in Australia Aboriginal history and impact of European colonisation legislation and its impact on Aboriginal communities Cultural and Heritage Legislation or relevant NPWS legislation

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 delivery and assessment of training of this unit must comply with Community protocols and be carried out in consultation with and in participation with Traditional Owners and/or Elders and Custodians of that specific Country. Candidates must demonstrate evidence of the ability to: work within and between Aboriginal and non-Aboriginal social structures apply an understanding of the perceptions and impacts of government action to deal with the effects of European colonisation within Aboriginal communities demonstrate empathy and respect in working with Aboriginal communities and organisations build effective and productive working relationships with Aboriginal people and communities
Context of and specific resources for assessment	Assessment events must be contextualised to meet the needs of the particular group, including: an Aboriginal Community, educational or workplace setting involvement of people approved by cultural authorities and/or Traditional Owners of the relevant local Community candidates who have gained relevant knowledge and skills through their life experience
Method of assessment	A range of assessment methods should be used to assess competency in following Aboriginal cultural protocols. The following examples are appropriate for this unit: observation of the candidate relating to and engaging Aboriginal persons and Aboriginal Community direct questioning combined with third-party workplace reports of on-the-job performance verbal or written questioning observation of work conducted in Aboriginal Community and/or organisation evaluation of the outcomes of work conducted in Aboriginal Community and/or organisation Assessment methods should closely reflect workplace demands and the needs of particular client groups (consider the requirements of different age groups, clients with English as a second language, clients with disabilities, remote library users, etc.).
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: AHCILM306A Follow Aboriginal cultural protocols AHCILM404A Record and document Community history Assessment for this unit should comprise a combination of theory and practical application. Both aspects of assessment are best conducted on Country for this unit.

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.
Strategies may include:	ideas for ‘breaking the ice’ at first meetings ways to demonstrate respect for cultural authority ways of educating oneself about Aboriginal cultural protocols discussing ideas with bi-culturally competent others undertaking Aboriginal language courses spending time in an Aboriginal Community
Aboriginal cultural protocols may include:	gender roles in relation to knowledge and cultural practices information sensitivity and access appropriate information transfer negotiations with local Aboriginal Community about information transfer cultural diversity natural resources and their importance for economy, religion, spirituality, art, environment, values, beliefs and lore/law. rights and responsibilities associated with cultural knowledge, story, song, Site, and ceremony interpersonal ways of relating the talking of Community politics repatriation of artefacts issues of ownership (clans/nations) ownership of intellectual property acknowledging participation and ownership communicating about cultural material displaying cultural material handling cultural material identifying appropriate people to be consulted occasions when consultation is required ways in which consultations should be conducted
Work may include:	a variety of forms of interaction with Aboriginal people and Community presentations consultations research mentoring consulting recording sharing knowledge writing reports

Unit Sector(s)

Indigenous land management

BSBADM502B Manage meetings

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, 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. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit 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.

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. 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 time lines
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 outcomes 2.3. Ensure meeting facilitation enables participation, discussion, problem-solving 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 follow-up documentation within designated time lines, and according to organisational requirements 3.3. Report outcomes of meetings as required, within designated time lines

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: participate in sustained complex interpersonal exchanges and to interact with others listen to, incorporate and encourage feedback conduct oral presentations to a group, to consult participants and to answer questions manage and work with a group to construct an action plan chair meetings literacy skills to: categorise and organise information assess information for relevance and accuracy identify and elaborate on key agenda items and source additional information numeracy and time management skills to allow for sufficient meeting preparation problem-solving skills to choose appropriate solutions from available options.
Required knowledge
culturally appropriate techniques to communicate with people from diverse backgrounds and people with diverse abilities key provisions of relevant legislation from all forms of government, standards and codes that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws copyright occupational health and safety formats for minutes and agendas group dynamics meeting terminology, structures, arrangements and responsibilities of chairperson organisational procedures and policies regarding meetings, chairing and minutes.

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: applying conventions and procedures for formal and informal meetings chairing meetings in relation to agreed agendas.
Context of and specific resources for assessment	Assessment must ensure: access to reference material in regard to meeting venues, catering, transport suppliers access to names and contacts for meeting participants access to office supplies and equipment access to computers and relevant software.
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: analysis of responses to case studies and scenarios demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of minutes, agendas and other communication review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other general administration units.

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.
Agendas may include:	correspondence date, time and location of meeting date of next meeting general business major agenda items matters or business arising from the minutes minutes of the previous meeting reports statement of the meeting's purpose welcome
Meeting purpose may include:	discussion forum for internal or external clients planning and development of a project progress of a project range of business items setting of enterprise or team goals
Meeting arrangements may include:	booking an appropriate venue deciding on process for recording of meeting establishing costs and operating within a budget identifying any specific needs of participants organising accommodation and transport organising appropriate communication technology organising catering organising a minute taker preparing relevant documentation for participants scheduling date and time for the meeting
Meeting papers may include:	agenda chairperson's report correspondence draft documentation financial reports itemised meeting papers notice of meeting previous minutes research reports
Designated time lines may include:	contractual obligations formal timeframe set by the organisation informal timeframe set by the administrative organiser project time lines statutory requirements (e.g. for annual general meetings) timeframe decided by participants
Conventions may include:	casting vote for chairperson conflict of interest provisions consensus required informal discussion majority of members to agree moving and seconding formal motions quorum requirements restricting discussion to agenda items speaking through the chairperson time limit on speakers waiting to be recognised by the chairperson voting procedures
Legal and ethical requirements may include:	codes of practice legislation relating to companies and associations requirements for public meetings
Resolution may include:	agreeing on a course of action deferring decisions to another meeting
Storage of minutes and other documentation may include:	authorised access electronic storage in folders, sub-folders, disk drives, CD-ROM, USBs, tape or server back-up file names according to organisational procedure file names which are easily identifiable in relation to the content file and folder names which identify the operator, author, section, date filing locations organisational policy for backing up files organisational policy for filing hard copies of documents security
Minutes may include:	meeting details (e.g. title, date, time, location) action items agenda items apologies and attendees approval of the record of previous minutes correspondence date of the next meeting formatting from previous minutes lists rather than complete sentences matters arising from the previous meetings names of absent and attending participants organisation templates other business reports welcome

Unit Sector(s)

Unit sector

Competency field

Competency field	Administration - General Administration

Co-requisite units

Co-requisite units

BSBCMM201A Communicate in the workplace

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to communicate in the workplace. It includes gathering, conveying and receiving information together with completing routine written correspondence. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit 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.

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. 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 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 non-verbal 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

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to request advice, to receive feedback and to work with a team culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities literacy skills to identify work requirements, and to understand and process basic workplace documentation organisational skills to plan work priorities and arrangements technology skills to select and use technology appropriate to communication tasks.
Required knowledge
key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) organisational policies, plans and procedures, especially style guide spelling, grammar and punctuation.

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: using communication methods appropriate to the audience producing clear, concise and correct written communication providing prompt responses to requests for information knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of workplace documents, including policies and procedures relating to communication.
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 by the candidate review of written information and ideas demonstration of techniques observation of presentations review of correspondence and completed workplace forms and documentation assessment of presentation of written information.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other generaladministration units.

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.
Communication equipment may include:	facsimile machines information technology components including hardware, software and communication packages keyboard equipment including mouse, touchpad, keyboard network systems pens, pencils telephones
Verbal communication may include:	answering enquiries from clients answering telephone calls informal discussions requests from colleagues use of voice mail
Organisational requirements may include:	access and equity principles and practice business and performance plans defined resource parameters ethical standards goals, objectives, plans, systems and processes legal and organisational policies, guidelines and requirements OHS policies, procedures and programs quality and continuous improvement processes and standards quality assurance and/or procedures manual
Written information may include:	briefing notes electronic mail facsimiles general correspondence handwritten and printed materials internal memos telephone messages
Correspondence may include:	emails memorandums messages proformas standard/form letters
Standards may include:	Australian Standards legislation organisational policies and procedures specified work standards standards set by workgroup

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - Interpersonal Communication

Co-requisite units

Co-requisite units

BSBCUS501C Manage quality customer service

Modification History

Release	Comments
Release 1	New release of this Qualification released with version 6 of BSB07 Business Services Training Package. Revised unit. Required skills updated to focus on learning and development practices and compliance with policy and procedures.

Unit Descriptor

This unit describes the performance outcomes, 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.

Operators may have staff involved in delivering customer service and are responsible for the quality of their work. In many instances the work will occur within the organisation’s policies and procedures framework. At this level, the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies, will be required.

Application of the Unit

Many managers are involved in ensuring that products and services are delivered and maintained to standards agreed by the organisation.

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. 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 Assist colleagues to overcome difficulty 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

Required Skills and Knowledge

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

Required skills

analytical skills to identify trends and positions of products and services

communication skills to:

coach and mentor staff and colleagues

monitor and advise on customer service strategies

literacy skills to:

edit and proofread texts to ensure clarity of meaning and accuracy of grammar and punctuation

prepare general information and papers according to target audience

read and understand a variety of texts

problemsolving skills to:

deal with customer enquiries or complaints

deal with complex and non-routine difficulties

technology skills to select and use technology appropriate to a task

selfmanagement skills to:

comply with policies and procedures

consistently evaluate and monitor own performance

seek learning opportunities.

Required knowledge

key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as:

antidiscrimination legislation

Australian consumer law

ethical principles

codes of practice

privacy laws

financial legislation

occupational health and safety (OHS)

organisational policy and procedures for customer service including handling customer complaints

service standards and best practice models

public relations and product promotion

techniques for dealing with customers, including customers with specific needs

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.

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: plans, policies or procedures for delivering quality customer service demonstrated techniques in solving complex customer complaints and system problems that lead to poor customer service knowledge of techniques for solving complaints.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: assessment of written reports demonstration of techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of onthejob performance by the candidate observation of performance in role plays evaluation of leadership, supervision, coaching and mentoring used to assist colleagues to overcome difficulty in meeting customer service standards review of strategies developed and used to monitor progress in achieving product and/or service targets and standards review of records, reports and recommendations about managing customer service.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

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.

Customers may be:	Board members clients, purchasers of services coworkers, peers and fellow frontline managers members of the general public who make contact with the organisation, such as prospective purchasers of services potential funding bodies supervisors suppliers of goods and services and contractors providing goods and services.
Quality may refer to:	characteristics of a product, system, service or process that meet the requirements of customers and interested parties.
Products and services may include:	either products or services goods ideas infrastructure private or public sets of benefits.
Strategies may refer to:	databases and other controls to record and compare data over time electronic feedback mechanisms using intranet, internet and email feedback forms and other devices to enable communication from customers longterm or shortterm plans for monitoring achievement and evaluating effectiveness policies and procedures questionnaires, survey and interviews training and development activities.
Resources may include:	buildings/facilities equipment finance information people power/energy technology time.

Unit Sector(s)

Stakeholder Relations – Customer Service

Custom Content Section

Not applicable.

BSBINN502A Build and sustain an innovative work environment

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to create an environment that enables and supports the application of innovative practice. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals working in leadership or management roles in any industry or community context. The individual could be employed by the organisation, but may also be an external contractor, the leader of a cross organisation team or of a self formed team of individuals. The work group could be permanent or temporary in nature. The unit focuses on the skills and knowledge required to develop and implement a holistic approach to the integration of innovation across all areas of work practice. It also acknowledges the importance of wider contextual evaluation for potential innovations to ensure their value and benefit.

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. Lead innovation by example	1.1. Make innovation an integral part of leadership and management activities 1.2. Demonstrate positive reception of ideas from others and provide constructive advice 1.3. Establish and maintain relationships based on mutual respect and trust 1.4. Take considered risks to open up opportunities for innovation 1.5. Regularly evaluate own approaches for consistency with the wider organisational or project context
2. Establish work practices that support innovation	2.1. Consult on and establish working conditions that reflect and encourage innovative practice 2.2. Introduce and maintain workplace procedures that foster innovation and allow for rigorous evaluation of innovative ideas 2.3. Facilitate and participate in collaborative work arrangements to foster innovation 2.4. Build and lead teams to work in ways that maximise opportunities for innovation
3. Promote innovation	3.1. Acknowledge suggestions, improvements and innovations from all colleagues 3.2. Find appropriate ways of celebrating and promoting innovation 3.3. Promote and reinforce the value of innovation according to the vision and objectives of the organisation or project 3.4. Promote and support the evaluation of innovative ideas within the wider organisational or project context
4. Create a physical environment which supports innovation	4.1. Evaluate the impact of the physical environment in relation to innovation 4.2. Collaborate with colleagues about ideas for enhancing the physical work environment before taking action 4.3. Consider potential for supporting innovation when selecting physical resources and equipment 4.4. Design, fit-out and decorate workspaces to encourage creative mindsets, collaborative working and the development of positive workplace relationships
5. Provide learning opportunities	5.1. Pro-actively share relevant information, knowledge and skills with colleagues 5.2. Provide or encourage formal and informal learning opportunities to help develop the skills needed for innovation 5.3. Create opportunities in which individuals can learn from the experience of others

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication, consultation and negotiation skills to model and lead, open and collaborative relationships comprehension skills to interpret and develop information that may deal with complex ideas and relate to issues both within and outside a given workplace context planning and organisational skills to implement wide-ranging practical processes and procedures that support innovation problem-solving skills to assess and respond to challenges and risks around innovation at an operational management level self-management and learning skills to evaluate and enhance personal effectiveness, and to promote a culture of ongoing learning and development.
Required knowledge
benefits of providing coaching and learning opportunities in relation to innovation concept of innovation, what it is and what it means for different people either working independently or within an organisation context for innovation in the relevant workplace context including core business values, overall objectives, broader environmental context and the need to ensure the value and benefit of innovative ideas and projects different ways of rewarding performance factors and tools that can motivate individuals to use creative thinking and apply innovative work practices legislative framework that impacts on operations in the relevant workplace context management principles and leadership styles, including the impact of different approaches on innovation typical challenges and barriers to innovation within teams and organisations, and ways of overcoming these ways in which workplace climate can affect individual attitudes and performance.

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: establishment of procedures and practices (for a project or a workplace) which support and foster innovative work practice and include sound evaluation processes modelling of behaviour that supports innovative work practice knowledge and understanding of the role of leaders and managers in encouraging innovation, and the issues and challenges associated with building and sustaining an innovative work environment.
Context of and specific resources for assessment	Assessment must ensure: involvement of a team for which the candidate provides leadership and guidance.
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 by the candidate evaluation of outcomes and processes from activities managed by the candidate, particularly in relation to how innovation and innovative practice was encouraged and supported oral or written questioning to assess knowledge of ways that innovation can be fostered and the typical challenges and barriers to innovation.
Guidance information for assessment	Innovation does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended.

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.
Leadership and management activities may include:	people management practices planning processes regular management meetings review processes
Risks may include:	budgetary issues challenging changes in relationships, work practices and general workplace climate unforseen impacts of innovative ideas
Working conditions may include:	family-friendly leave entitlements flexible working hours social leave study leave time provided for coming up with ideas
Workplace procedures may relate to:	briefing processes client relations performance management project management staff meetings training
Evaluation of innovative ideas may relate to:	analysing consistency with overall goals, values or vision assessing resource requirements and practicalities assessing the potential to find 'champions' or supporters evaluating the external factors that may impact on the idea exploring the implications of ideas that may stretch or change existing ways of doing things
Collaborative work arrangements might be:	cross section vertical teams within a section working with supplier organisations or partner organisations
Ways that maximise opportunities for innovation may relate to:	collaborating collecting data creative thinking future scanning getting feedback making suggestions networking
Ways of celebrating and promoting innovation may include:	congratulating the project team ensuring management acknowledgment providing a newsletter story about the idea using the idea to help foster other ideas well-planned group incentive schemes
Impact of the physical environment may relate to:	eating areas extent to which design or style links with declared philosophies or objectives external areas general ambience of the work environment location of different people presence and ambience of relaxation areas style of dÃ©cor use of creative messages or images in the workplace workspace design and dÃ©cor workstation arrangements and opportunities for interaction
Formal and informal learning opportunities may include:	coaching conferences formal training courses/programs information seminars job rotation mentoring online learning

Unit Sector(s)

Unit sector

Competency field

Competency field	Creativity and Innovation - Innovation

Co-requisite units

Co-requisite units

BSBIPR401A Use and respect copyright

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to use and respect copyright. It covers maintaining control over the copyright owner's work, commercialising copyright material, preventing the unauthorised use of an original work, and using other party's original work legitimately. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to people who may be authors, creators or other owners of works covered by copyright. It also applies to employees who have a role in ensuring that their organisation's copyright is protected and/or that their organisation uses others' copyright appropriately to benefit the organisation without infringing the rights of copyright owners. These people may work in a wide range of industry and business contexts.

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. Identify extent of copyright protection for original works	1.1. Research copyright and its application to original works 1.2. Identify legislative requirements governing copyright 1.3. Determine the copyright owner of original works within or used by the organisation 1.4. Research the rights of the copyright owner, including moral rights 1.5. Determine whether a copyright notice is required 1.6. Identify sources of information and advice regarding copyright issues and use copyright professionals where required
2. Ensure that copyright protection is effective when using original works	2.1. Identify material within the organisation that may attract copyright 2.2. Identify and review organisation policies and procedures to ensure that own and others' original works are protected against direct or indirect infringement of copyright 2.3. Implement policies and procedures to protect the organisation's copyright, recognising exceptions that allow the legitimate use of own copyright material by others 2.4. Provide advice to relevant personnel about the legal and economic implications of copyright infringement 2.5. Evaluate and make recommendations for the commercialisation potential of copyright material 2.6. Research issues that need to be considered when licensing or selling copyright rights, including the use of copyright collection societies
3. Monitor policies and procedures for use of own copyright materials by other parties	3.1. Monitor policies and procedures to ensure that the organisation's copyright is respected locally and internationally 3.2. Create and maintain documentation in relation to copyright agreements where established 3.3. Implement procedures to limit or deter infringement of organisation's copyright and/or encourage the proper use of the organisation's copyright 3.4. Make recommendations to appropriate personnel when real or potential infringements of organisation's copyright may require further action
4. Monitor policies and procedures for legitimate use of others' copyright materials	4.1. Research when permission is needed to use copyright material belonging to others 4.2. Advise appropriate personnel about restrictions on and licensing requirements for the use of others' copyright material, and implement training if required 4.3. Advise appropriate personnel of legislative exceptions that allow use of copyright material without permission 4.4. Monitor policies and procedures covering organisational use of others' copyright material to ensure it is to the benefit of the organisation 4.5. Monitor organisational use of others' copyright material to reduce the risk of infringement 4.6. Take action to minimise damage if infringement of others' copyright material occurs

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
research skills to identify a range of issues and information relating to copyright ownership and use organisational skills to review and maintain policies and procedures communication skills to provide relevant advice to others about copyright protection problem solving skills to monitor copyright policies and procedures and make recommendations for action if required technology skills to research copyright information
Required knowledge
principal features of legislative framework for copyright and its application to the organisation: Australia Copyright Act 1968 and Copyright Regulations 1969 internationally WIPO Treaties, in particular the Berne Convention, the WIPO Copyright Treaty and the WIPO Performances and Phonograms Treaty International Trade Agreements, in particular the WTO TRIPS Agreement and the impact of free trade agreements to which Australia is a party (including AUSFTA) what works are protected by copyright and how long copyright lasts rights of copyright owners sources of information and advice on copyright methods for preventing unauthorised use of copyright material and action to take if infringement of copyright occurs when authorisation for use of copyright materials is needed and how to obtain it licensing and the role of collecting societies open source copyright licences, such as creative commons, AEShareNet, NEALS, GPL and other similar licences for copyright material impact of the internet on copyright

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: identification of issues for the use, management and protection of original works with copyright implementation of policies and procedures for the use, management and protection of original works with copyright and legitimate use of others' original material
Context of and specific resources for assessment	Assessment must ensure: access to relevant information on the individual or organisation's copyright requirements and procedures access to reliable and appropriate explanatory material and guidelines access to appropriate computer resources for establishment and maintenance of policies and procedures
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 portfolio of evidence oral or written questioning to assess knowledge of copyright and its implications for the organisation development of action plans for implementation of copyright policies and procedures, and commercialisation of original works analysis of case studies around copyright issues, with recommendations for action
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from BSB07 including other units relating to intellectual property

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.
Copyright refers to:	the protection of the original expression of ideas from copying and certain other uses, but not the ideas themselves a large range of works, including: works of art and design, and graphic representations, e.g. drawings, maps, community art literature and other written material, e.g. reports, manuals, guides music, e.g. tunes, lyrics sound recordings films and other moving images drama and dance broadcasts computer programs, software, games online or digital content traditional knowledge
Legislative requirements may include:	Copyright Act 1968 Copyright Regulations 1969
Copyright owner may be:	creator of the work employer where the employee creates a work in the course of employment as part of their usual duties, or is contracted to create the work for the employer person to whom copyright has been assigned person who arranged for a film or sound recording to be made person who commissioned design work on a commercial basis State, Territory or Federal Government for material created under their direction or control Note: there could be more than one owner of copyright
Rights of the copyright owner may include:	the exclusive right to reproduce, publish, communicate to the public, publicly perform and adapt material assigning their rights to others so that another party becomes the owner or exclusive licensee of the rights licensing their rights, giving another party the permission to use the copyright material but not own the rights licensing of rights associated with derivative works of copyright material, including: exact copies enhancements supplementary works compilations (For example license to use computer software programs - specialist legal advice should be obtained) Note: different rights attach to different types of copyright and the term of copyright may also differ
Moral rights:	refer to the personal legal rights of individual creators in the copyright works they have created. They are separate from the economic rights of the copyright owner and may be held by different people include the right of creators: to be attributed not to have their work falsely attributed not to have their work treated in a derogatory way
Copyright notice may refer to:	the copyright symbol Â© name of the copyright owner year of creation or first publication Note: a copyright notice is not required to obtain copyright protection in Australia, but is recommended to clearly indicate to others that the work is protected and to identify the copyright owner
Sources of information and advice may include:	IP Australia Attorney-General's Department Australian Copyright Council State and Commonwealth government agencies lawyers specialising in intellectual property, including trade mark attorneys and patent attorneys accountants business advisors marketing consultants branding consultants copyright collecting societies, e.g. CAL, PPCA, MIPI, APRA, AMCOS publications websites, Internet databases, e.g. local and international trade mark databases
Policies and procedures may relate to:	information technology and computer usage computer security measures employment contracts, including responsibility for intellectual property confidentiality agreements within the organisation or among people who may need to know about the copyright material, so as to keep the copyright secret prior to commercialisation
Direct infringement of copyright may include:	when a person, without the copyright owner's permission: reproduces the work (or a substantial portion thereof) in a material form publishes the work communicates the work to the public in the case of literary, dramatic and musical works, performs the work in public adapts the work
Indirect infringement of copyright may include:	when a person authorises or facilitates another person to infringe copyright, including through 'inactivity' or 'indifference' when a person, without the copyright owner's permission, imports certain articles into Australia, e.g. to sell, distribute, exhibit or hire, when the article if made in Australia would have been an infringement of copyright
Implications of copyright infringement may include:	legal and economic implications of not complying with copyright legislation legal and economic implications of others infringing the individual or organisation's copyright
Commercialisation potential could include:	licensing or transferring use of original work profiting from the sale of the original work developing a product or creative work under a government grant or other funding source and taking it to a commercial product stage
Copyright collection societies refer to:	societies that license, collect and distribute royalties on behalf of the copyright owners they represent
Locally refers to:	copyright protection within Australia which, under the Copyright Act 1968, exists automatically when something is written down or recorded in accordance with the requirements of the copyright legislation
Internationally refers to:	copyright protection in other countries. Copyright is protected by national laws of each country, usually based on international conventions
Procedures to limit or deter infringement may include:	making sure there is a copyright notice on all work statement on works outlining preferred licensing arrangements access codes in software encrypting express agreements on copyright ownership, particularly when work is outsourced
Further action could include:	seeking legal advice contacting publisher if the work is published civil actions, including informal negotiations and letters of cease and desist court order, including: order to seize infringing goods injunctions monetary damages/compensation
Restrictions may include:	not using others' copyright material without authorisation from the copyright owner Note: there are some limited exceptions: fair dealing for the specific purposes of research or study, criticism or review, and news reporting reproduction of computer programs, e.g. in the technical processes of running the program, for back-up copy, to correct errors copying industrial products

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, Licensing and Risk - Intellectual Property

Co-requisite units

Co-requisite units

BSBIPR501A Manage intellectual property to protect and grow business

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to protect, secure and effectively use intangible assets of value to an organisation. It focuses on establishing and maintaining systems to protect and exploit an organisation's intellectual property to ensure business growth. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to managers or coordinators who take an active role in recognising, securing and commercialising intangible assets which contribute to the organisation's profitability, productivity, product or service delivery, and market leadership. These managers and coordinators may work in a range of industry or other contexts and may have responsibility for managing people, systems or processes.

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. Identify the organisation's intellectual property assets and rights	1.1. Identify the intangible assets residing within the organisation and how they can be protected 1.2. Identify the sections of the organisation in which intellectual property is created, procured or transferred and for which management is required 1.3. Research intellectual property rights appropriate to the organisation according to legislative requirements 1.4. Identify and access sources of information and advice for protection of the organisation's intellectual property 1.5. Conduct a cost-benefit analysis of protecting intellectual property and determine risks 1.6. Identify and use appropriate intellectual property professionals to initiate processes to protect intellectual property, according to the type of intellectual property protection required
2. Create a strategy to manage the organisation's intellectual property	2.1. Review or create an organisational strategy, and review or develop policies and procedures for protection, management and use of intellectual property as part of the organisation's business strategy 2.2. Plan and implement an intellectual property audit and establish or review the value and use of the organisation's intangible assets inventory 2.3. Plan and make recommendations for implementation of a strategy for business growth through use of organisation's intellectual property 2.4. Plan and implement strategies to ensure employees, partners and contractors protect the organisation's and others' intangible assets 2.5. Establish or review procedures to securely record and store documentation related to the organisation's intangible assets
3. Monitor and maintain organisational strategies for the protection and use of intellectual property	3.1. Monitor and review strategies, policies and procedures for the identification, protection and use of intellectual property regularly to ensure they are working effectively, and make changes if required 3.2. Manage the identification of potential infringement of organisation's intellectual property rights, and ensure appropriate action is taken 3.3. Promote a culture of compliance and respect for other organisations' and individuals' intellectual property rights
4. Manage the commercialisation of the organisation's intellectual property to ensure business growth	4.1. Research the role intellectual property will play in the strategic plans of the organisation 4.2. Contribute to the implementation of the commercialisation of the organisation's intellectual property 4.3. Manage the review of the activities of existing or potential competitors and assess their impact on the organisation's intangible assets 4.4. Access and effectively use others' intellectual property within legal guidelines for business advantage

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and analytical skills to conduct audits and make recommendations for compliance and commercialisation of intellectual property interpersonal skills to foster a positive culture of compliance within the organisation marketing skills to contribute to the commercialisation of the organisation's intellectual property problem solving skills to address intellectual property compliance issues research skills to find and interpret relevant legislation in relation to the particular types of intellectual property
Required knowledge
types of intellectual property protection and time restraints on protection relevant legislation and regulations relating to intellectual property rights potential sources of information and advice about intellectual property business and marketing advantages of intellectual property protection strategic and business planning options for commercialisation

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: identification of the types of intellectual property within the organisation and the relevant legislation protecting them establishment or review of strategies, policies and procedures for the management and use of own and others' intellectual property identification of commercialisation potential of an organisation's intellectual property
Context of and specific resources for assessment	Assessment must ensure: access to relevant organisational strategies, policies and procedures; or access to information to allow for the design of these policies and procedures access to relevant legislation and regulations as they relate to intellectual property access to appropriate computer resources for online search and report preparation
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: analysis of data collected on intangible assets and their compliance requirements within an organisation direct questioning combined with review of portfolio of evidence and third party workplace reports of on-the-job performance by the candidate, to demonstrate the establishment of strategies, policies and procedures to manage an organisation's intellectual property third party reports to demonstrate how the candidate promoted a culture of respect for the intellectual property of others presentation to appropriate personnel on the commercialisation of a range of intellectual property within the organisation oral or written questioning about relevant legislation as it relates to the organisation's intellectual property
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBRSK501A Manage risk other management units from BSB07

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.
Intangible assets may include:	brand business name customer/client list computer systems software confidential information copyrights core technology database/customer list design distribution agreements domain name employees' specialist knowledge goodwill ideas innovation invention logo packaging patent practical application of a good idea process product promotional materials secret recipe, process, formula standard of service/unique service technique trade mark trade secret training manuals
Sections of the organisation may include:	any section of the organisation that creates products or services that may be protected by intellectual property rights, or that is responsible for the management of intellectual property, including: design department marketing department research and development department product development group human resource department production, administration or service delivery legal services unit
Intellectual property refers to:	the output of the mind or intellect rather than tangible objects. It includes: copyright trade marks patents designs plant breeder's rights circuit layout rights confidential information/trade secrets
Intellectual property rights may refer to:	the exclusive rights associated with the relevant intangible asset the right to prevent use by others of the intangible asset
Legislative requirements may include:	Business Names legislation Copyright Act 1968 Designs Act 2003 Patents Act 1990 Trade Marks Act 1995 Trade Practices Act 1974 and State/Territory fair trading legislation
Sources of information and advice may include:	IP Australia Attorney-General's Department Australian Copyright Council State and Commonwealth government agencies lawyers specialising in intellectual property trade mark attorneys and patent attorneys accountants business advisors marketing consultants branding consultants copyright collecting societies, e.g. CAL, PPCA, MIPI, APRA, AMCOS publications websites, Internet databases, e.g. local and international trade mark databases
Intellectual property audit may involve:	a systematic review of the intellectual property owned, used or acquired by a person or organisation, including: products or services that are key to the organisation intangible assets and the legal rights that constitute them in relation to the goods or services what market advantage these rights give the organisation rights under which the organisation uses intellectual property gaps or weaknesses in the organisation's intellectual property and rights the valuation and recording of such intangible assets in accordance with accepted accounting standards
Intangible assets refer to:	registered forms of intellectual property, such as patents and trade marks unregistrable forms of intellectual property, such as copyright, client lists, know how, staff and training programs
Strategies may include:	preparation of employer, contractor and supplier contracts which protect the organisation's intellectual property, so that: the organisation's intellectual property is not introduced into other organisations ownership of the intellectual property is established, e.g. external contractors designing training materials for an organisation licensing, assignment or transfer of the organisation's intellectual property to other parties for the benefit of the organisation or its stakeholders conducting appropriate clearance searches and investigations
Documentation may include:	deeds registration certificates licence agreements contract and end user licence agreements employment contracts
Infringement occurs when:	someone consciously or inadvertently uses another party's intellectual property without their permission
Compliance is important to:	identify and where necessary take action to prevent breaches of laws and regulations in relation to intellectual property, to: avoid costly legal decisions be a good corporate citizen
Commercialisation may include:	utilising intellectual property with the aim of producing financial or other commercial gain, and/or public benefit, including: adapting applying assigning copying developing licensing making publishing selling using

Unit Sector(s)

Unit sector

Competency field

Competency field	Regulation, Licensing and Risk - Intellectual Property

Co-requisite units

Co-requisite units

BSBITU101A Operate a personal computer

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to start up a personal computer or business computer terminal; to correctly navigate the desktop environment; and to use a range of basic functions. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals developing basic skills and knowledge of personal computer operation in preparation for working in a broad range of settings.

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. Start computer, system information and features	1.1. Adjust workspace, furniture and equipment to suit user ergonomic requirements 1.2. Ensure work organisation meets organisational and occupational health and safety (OHS) 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 and roles 2.3. Create shortcuts from 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 and required
5. Shut down computer	5.1. Close all open applications 5.2. Shut-down computer according to user procedures

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to identify work requirements, to comprehend basic workplace documents, to interpret basic user manuals and to proofread simple documents communication skills to identify lines of communication, to request advice, to effectively question, to follow instructions and to receive feedback problem-solving skills to solve routine problems in the workplace, while under direct supervision technology skills to use equipment safely while under direction, basic keyboard and mouse skills and procedures relating to logging on and accessing a computer basic typing techniques and strategies.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: OHS basic ergonomics of computer use main types and parts of computers, and basic features of different operating systems suitable file naming conventions.

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: navigation and manipulation of the desktop environment within the range of assigned workplace tasks knowledge of organisational requirements for simple documents and filing conventions application of simple keyboard functions to produce documents with a degree of speed and accuracy relevant to the level of responsibility required.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of workplace documentation.
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 by the candidate demonstration of techniques oral or written questioning to assess knowledge of computer operations and functions review of shortcuts created review of folders/subfolders created.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBITU102ADevelop keyboard skills other general administration units.

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.
Ergonomic requirements may include:	avoiding radiation from computer screens chair height, seat and back adjustment document holder footrest keyboard and mouse position lighting noise minimisation posture screen position workstation height and layout
Work organisation may include:	exercise breaks mix of repetitive and other activities rest periods visual display unit (VDU) eye testing
Occupational health and safety requirements may include:	OHS guidelines related to the use of the screen equipment, computing equipment and peripherals, ergonomic work stations, security procedures, customisation requirements statutory requirements
Desktop icons include:	directories/folders files network devices recycle bin and waste basket
File attributes include:	dates size
Appropriate media may include:	CDs diskettes local hard drive other locations on a network USB/ Flash/Thumb drives zip disks

Unit Sector(s)

Unit sector

Competency field

Competency field	Information and Communications Technology - IT Use

Co-requisite units

Co-requisite units

BSBMKG414B Undertake marketing activities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan, implement and manage basic marketing and promotional activities. It is a foundation unit that covers general and basic marketing and promotional activities that do not require detailed or complex planning or implementation. 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 unit applies to people with no previous experience in marketing. It could be undertaken as part of a broader role of a person in a small enterprise, or as part of a marketing plan for a larger enterprise.

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. Research marketing information	1.1. Research the concept of marketing as it applies to the organisation 1.2. Identify and analyse organisation's marketing plan and relevant policies and procedures 1.3. Identify need for marketing activities from the established marketing plan 1.4. Investigate previous marketing activities for relevant information 1.5. Identify profile of the market segment 1.6. Identify positioning and market mix for each target segment 1.7. Identify outcomes expected from marketing activities
2. Plan marketing activities	2.1. Undertake analysis of collected basic marketing information 2.2. Develop and document work activity plans for marketing activities 2.3. Obtain approval of plans from relevant enterprise personnel
3. Implement marketing activities	3.1. Determine and access resources required for work activities 3.2. Undertake marketing activities within job role 3.3. Assist with assigning responsibilities and functions to relevant personnel performing specific marketing functions 3.4. Monitor marketing activities, and review and amend activity plan as required
4. Review marketing activities	4.1. Measure and record outcomes of marketing activities 4.2. Review marketing activities against expected outcomes and record identified improvements 4.3. Prepare reports of marketing activities and communicate to relevant enterprise personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
learning skills to: select and use appropriate research methods review and learn from marketing activities to contribute to the organisation's marketing operations literacy skills to: prepare general information and papers for a target audience read a variety of texts write formal and informal letters planning and organising skills to develop implementation schedules problem-solving skills to address issues that may affect plans and their implementation research skills to: research the concept of marketing identify profile of marketing segment
Required knowledge
basic foundations of marketing practices: concept of marketing marketing planning process marketing mix segmentation targeting and positioning key provisions of relevant legislation and industry-specific regulations that may affect aspects of marketing, such as: anti-discrimination legislation codes of practice competition legislation consumer legislation environmental issues ethical principles OHS legislation privacy legislation trade practices legislation organisational policies and procedures relating to marketing specific product knowledge related to products and services being marketed

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: research into the foundations of marketing practice and how they apply to an organisation planning and implementing marketing activities reviewing the effectiveness of the marketing plan recording the activities and processes worked with.
Context of and specific resources for assessment	Assessment must ensure: access to a workplace or simulated work environment access to office equipment and resources examples of products or services to be marketed examples of marketing plans, policies and procedures.
Method of assessment	The following assessment methods are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate review of work activity plans for marketing activities analysis of responses to case studies and scenarios observation of presentations oral or written questioning to assess knowledge of marketing techniques and strategies analysis of documentation outlining the outcomes of marketing activities review of marketing activity reports.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

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.
Need may be determined by:	analysis of sales figures and other performance data analysis of client information direction from relevant enterprise personnel development of new products and services.
Marketing activities may include:	attendance at trade shows, conferences and other events basic advertising development and distribution of general promotional and informational materials development and distribution of samples, case studies, testimonials and other evidence of enterprise activity development of displays and signs development of media releases, articles and media background information information sessions for clients, suppliers and stakeholders online information telephone promotions.
Outcomes may include:	projections for: potential client enquiries detailed potential client follow-up sales and service levels.
Analysis may include:	market definition, statistics and basic research basic market segmentation target audience profiles.
Work activity plans may include:	activity monitoring and evaluation plans detailed implementation plans covering the how, what and when of activities financial plans human resource plans plans for other required resources time plans.
Relevant enterprise personnel may include:	coordinators owners managers section leaders supervisors team leaders.
Resources may include:	finance human resources resource contributions from suppliers and partners.
Relevant personnel may include:	administrators copywriters desktop publishers external consultants graphic artists and designers marketing specialists printers and sign-writers.

Unit Sector(s)

Unit sector

Competency field

Competency field	Business development - marketing

Co-requisite units

Co-requisite units

BSBPMG522A Undertake project work

Modification History

Release	Comments
Release 1	This version first released with BSB07 Business Services Training Package Version 8.0. Replaces BSBPMG510A Manage projects.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to undertake a straightforward project or a section of a larger project. This unit addresses the management of projects, including 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.

Application of the Unit

The unit focuses on the application of project-management skills and the requirement to meet 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.

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. 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 record-keeping 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 record keeping 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

Required Skills and Knowledge

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

Required skills

communication and negotiation skills to work with team members and other stakeholders to maintain project schedules

communication skills to relate to people with diverse abilities and from diverse backgrounds in a culturally appropriate way

literacy skills to read, write and review a range of documentation

numeracy skills to:

analyse data

compare time lines and promotional costs against budgets

planning and organising skills to develop, monitor and maintain implementation schedules.

Required knowledge

organisation's mission, goals, objectives and operations and how the project relates to them

organisational structure, and lines of authority and communication in the organisation

relevant legislation and codes from all levels of government that may affect aspects of business operations, including:

anti-discrimination legislation

codes of practice

environmental issues

ethical principles

WHS

privacy laws.

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: developing a project plan examples of monitoring arrangements and evaluation of the efficacy of the project plan in addressing project time lines and budget knowledge of relevant legislation.
Context of and specific resources for assessment	Assessment must ensure: access to workplace project documentation demonstration of all required skills, knowledge and performance in a workplace-based project.
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 by the candidate observation of presentations oral or written questioning to assess knowledge of the organisation's mission, goals, objectives and operations and how the project relates to them review of project risk-management plan and project plan evaluation of project reports forwarded to stakeholders analysis of documentation reviewing project outcomes and processes against the project scope and plan evaluation of documentation outlining lessons learned from the project.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other project management units.

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.

Project scope and other relevant documentation may include:	contract or other agreement project brief project plan or summary other documents outlining: expected outcomes of the project inclusions and exclusions from project project resources quality standards for project timeframes for project.
Stakeholders may include:	clients or customers (internal and external) funding bodies management, employees and relevant key personnel (internal and external) with special responsibilities project sponsor.
Delegating authority may include:	customer or client funding body manager or management representative project sponsor.
Project parameters may include:	project finances or budget integration of project within organisation legislative and quality standards physical, human and technical resources available or required for project procurement requirements associated with project reporting requirements risks associated with project, including WHS scope of project time lines.
Project plan may include:	details of how the project will be managed roles and responsibilities time lines work breakdown structure.
Project management tools may include:	cost schedule control system Critical Path Method Gantt and bar charts life cycle cost analysis logistics support analysis PERT charts project management software risk and issues logs spreadsheets technical resources required for the project, for example WHS management-system tools.
Support for project team members may include:	additional physical, human and technical resources (within allocated budget) if and as required encouragement feedback learning and development regular project team meetings supervision, mentoring and coaching.
Required record-keeping systems may include systems for:	correspondence financial data, including costs, expenditure, income generated and purchases project outcomes quality data, including any test results recording of time spent on project and progress in completing project samples, prototypes and models.
Resources may include:	human physical technical.
Risk management may include:	changing roles and responsibilities in project team negotiating an extension of deadline, or redefining completion or quantity or quality of outcomes outsourcing some aspects of the project reducing costs researching and applying more efficient methods for completing project tasks seeking further resources to meet deadline sharing ideas to gain improvements to work undertaken in the project.
Necessary sign-offs may be required by:	clients funding body management project sponsor.

Unit Sector(s)

Management and Leadership – Project Management

BSBPUB503A Manage fundraising and sponsorship activities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to conduct and manage fundraising and sponsorship activities for a not-for-profit organisation, and to align fundraising and sponsorship activities with organisational requirements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to senior public relations professionals who manage public relations in the not-for-profit sectorthey usually coordinate activities of team members in developing funding submissions or allocating budgets, and implement specific public relations activities.

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. Identify factors influencing fundraising or sponsorship	1.1. Identify relevant environmental issues in relation to fundraising and sponsorship 1.2. Identify available sources of funding or sponsorship including criteria for, and any conditions or constraints on, funding 1.3. Conduct research to identify the most appropriate target public for fundraising or sponsorship activities in accordance with organisational profile and requirements 1.4. Identify and consider legal and ethical requirements in relation to fundraising or sponsorship 1.5. Make recommendations for fundraising or sponsorship campaigns or activities based on research findings
2. Prepare a funding submission	2.1. Evaluate organisation's current operations and readiness to apply for funding 2.2. Develop a funding submission which meets the funding source's guidelines and criteria 2.3. Ensure the submission complies with all legal and ethical requirements 2.4. Write the submission to meet the needs of the grantor and submitting organisation
3. Develop a fundraising or sponsorship campaign	3.1. Confirm the aims, objectives, outcomes and evaluation measures for a fundraising or sponsorship campaign with senior management 3.2. Conduct a feasibility study to ensure all aspects of the fundraising or sponsorship campaign have been considered 3.3. Examine and agree upon budgets with senior management 3.4. Prepare, and have agreed, a campaign plan for fundraising or sponsorship activities that meets organisational, ethical and legal requirements
4. Implement a fundraising or sponsorship campaign	4.1. Conduct a fundraising or sponsorship campaign in accordance with plan 4.2. Monitor progress of campaign and make necessary alterations as required 4.3. Ensure any changes are agreed upon by relevant stakeholders 4.4. Ensure changes meet legal and ethical requirements
5. Evaluate campaign	5.1. Evaluate campaign outcomes against outcomes documented in campaign plan 5.2. Obtain feedback on performance of fundraising or sponsorship campaign from stakeholders 5.3. Develop mechanisms to incorporate feedback into any future fundraising campaigns

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities interpersonal skills to work with a variety of stakeholder such as employees, team members, senior management, volunteers and other external stakeholders and manage conflict effectively literacy skills to write and make presentations for funding or sponsorship submissions organisational, time-management, problem-solving and project management skills to simultaneously manage multiple project activities research and data collection skills to evaluate donor and sponsorship environment.
Required knowledge
computer software applications overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: anti-discrimination legislation and principles of equal opportunity, equity and diversity copyright defamation and libel ethical principles such as those outlined in the Public Relations Institute of Australia CodeofEthics and the Australian Journalists Association CodeofEthics marketing codes of practice and conduct such as the Australian Direct Marketing Association Limited (ADMA) Direct Marketing Code of Practice privacy laws sweepstakes regulations Trade Practices Act 1974 (Cth) organisational culture, policies, procedures and operating environment principles and practices of fundraising, donor motivation and fundraising alternatives principles and practices in relation to the media industry.

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: developing and successful executing and evaluating a fundraising or sponsorship campaign.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated work environment access to office equipment and resources access to examples of public relations documents.
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: analysis of responses to case studies and scenarios assessment of written reports on campaign activities examples of promotional or media activities undertaken as part of fundraising or sponsorship campaigns direct questioning with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning review of authenticated documents from the workplace or training environment review of testimony from team members, colleagues, supervisors or managers.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBPUB501AManage the public relations publication process BSBPUB502ADevelop and manage complex public relations campaigns.

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.
Funding or sponsorship may include:	corporate sponsorships and partnerships government grants non-government grants private trust and foundations
Legal and ethical requirements may include:	community standards cultural expectations and influences ethical principles industry codes of conduct legislation regulations society's expectations
Fundraising or sponsorship campaign may include:	alumni annual campaigns bequests capital campaigns cause related marketing direct mail campaigns doorknocks gaming major gift giving memberships merchandising and income earned ventures planned giving special events street appeals
Relevant stakeholders may include:	community groups contractors general public government departments industry associations investors management media organisations politicians public service staff sponsorship organisation representatives unions

Unit Sector(s)

Unit sector

Competency field

Competency field	Business Development - Public Relations

Co-requisite units

Co-requisite units

BSBRSK501B Manage risk

Modification History

Release	Comments
Release 1	This version first released with BSB07 Business Training Package version 6.0. Revised unit. Required knowledge updated to incorporate current Australian Standards. Replaces BSBRSK501A Manage risk

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to manage risks in a range of contexts across the organisation or for a specific business unit or area.

Application of the Unit

This unit addresses the management of the risk across the organisation or within a business unit or area. It does not assume any given industry setting.

This unit 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.

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. Establish risk context	1.1 Review organisational processes, procedures and requirements for undertaking risk management 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

Required Skills and Knowledge

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

Required skills

communication and literacy skills to consult and negotiate, to prepare communications about risk management, and to encourage stakeholder involvement

organisational and management skills to plan and implement risk management processes

problemsolving and innovation skills to find practical ways to manage identified risks.

Required knowledge

AS/NZS ISO 31000:2009 Risk Management - Principles and Guidelines

legislation, codes of practice and national standards, for example:

duty of care

company law

contract law

environmental law

freedom of information

industrial relations law

privacy and confidentiality

legislation relevant to organisation’s operations

legislation relevant to operation as a business entity

organisational policies and procedures, including:

risk management strategy

policies and procedures for risk management

overall operations of organisation

reasonable adjustment in the workplace for people with a disability

types of available insurance and insurance providers.

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: risk management plan which includes a detailed stakeholder analysis, explanation of the risk context, critical success factors, identified and analysed risks, and treatments for prioritised risks details of monitoring arrangements for risk management plan and an evaluation of the risk management plan’s efficacy in treating risks knowledge of relevant legislation, codes of practice and national standards.
Context of and specific resources for assessment	Assessment must ensure: access to workplace documentation.
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 onthejob performance by the candidate observation of presentations oral or written questioning to assess knowledge of risk management policies and procedures review of documented critical success factors, and goals or objectives for area review of risks prioritised for treatment evaluation of action plan for implementing risk treatment evaluation of documentation communicating risk management processes to relevant parties.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: financial management units, governance units, human resource management units, or technology units.

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.

Risks may include those relating to:	commercial relationships economic circumstances and scenarios human behaviour individual activities legislation management activities and controls natural events political circumstances technology.
Scope may apply to:	given project specific business unit or area specific functional such as: financial management OHS governance external environment internal environment whole organisation.
Relevant parties may include:	all staff internal and external stakeholders senior management specific teams or business units technical experts.
Research may include:	data or statistical information information from other business areas lessons learned from other projects or activities market research previous experience public consultation review of literature and other information sources.
Tools and techniques may include:	brainstorms checklists fishbone diagrams flowcharts scenario analysis.
Likelihood may refer to:	probability of a given risk occurring, such as: very likely likely possible unlikely rare.
Impact or consequence may refer to:	significance of outcomes if the risk occurs, such as: disastrous severe moderate impact minimal impact.
Evaluation of risks includes:	considering the likelihood of the risk occurring considering the impact of the risk determining which risks are most significant and are therefore priorities for treatment.
Options may include:	avoiding the risk changing the consequences changing the likelihood retaining the risk sharing the risk with a third party.
Action plans should include:	what actions are required who is taking responsibility time lines monitoring processes.

Unit Sector(s)

Management and Leadership – Management

Custom Content Section

Not applicable.

BSBSMB409A Build and maintain relationships with small business stakeholders

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to establish and develop relationships with small business key stakeholders, and roles and responsibilities in the small business. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This work is undertaken by individuals who operate a small business.

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. Establish and develop communication and appropriate relationships with key stakeholders	1.1. Establish specific practices for communication with key stakeholders, in accordance with codes of practice, cultural protocols and agreed roles and responsibilities 1.2. Maintain specific ways of dealing with issues in communication with key stakeholders that adhere to codes of practice, cultural protocols and agreed roles and responsibilities 1.3. Identify and implement methods of working in culturally appropriate ways 1.4. Identify and implement plans to deal with changes in circumstances and behaviours, as required
2. Establish and develop roles and responsibilities in the small business	2.1. Clearly and accurately clarify roles and responsibilities in the business in accordance with organisational structure and lines of authority, codes of practice and job documentation 2.2. Identify and apply specific practices and behaviours from the codes of practice, that contribute to successful working relationships 2.3. Clearly communicate responsibilities and practices to key stakeholders
3. Review relationships with key stakeholders	3.1. Review communication practices used with key stakeholders and implement any necessary improvement strategies 3.2. Monitor and evaluate relationships with key stakeholders and develop action plan/s needed to enhance relationships 3.3. Evaluate roles and responsibilities in the business and undertake any revisions necessary to improve successful working relationships

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to assess situations for the core issues communication skills to consult with various stakeholders, adjusting one's language to meet the language of stakeholders; to negotiate constructively to achieve outcomes; to work cooperatively with a diverse range of people with different needs literacy skills to locate relevant information, and to develop job outlines and codes of practice for the business problem-solving skills to deal with stakeholder issues.
Required knowledge
business ethics codes of practice for the business organisational structures and their legal implications.

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: ways of working and communicating with key stakeholders based on the roles and responsibilities, codes of practice and cultural protocols for the business development and communication of roles, responsibilities, duties and tasks of small business personnel to key stakeholders process for reviewing relationships with key stakeholders knowledge of organisational structures and their legal implications.
Context of and specific resources for assessment	Assessment must ensure: access to relevant documentation candidate's individual circumstances and work in the context of running a small business, are the basis for assessment.
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: portfolio of evidence including review of communication and relationships with key stakeholders oral or written questioning to assess knowledge of business ethics review of how methods of working in culturally appropriate ways were implemented.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBREL401A Establish networks BSBSMB408A Manage personal, family, cultural and business obligations.

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.
Specific practices for communication with key stakeholders may include:	contingency plans for changes informal face-to-face/telephone networking regular formal meetings use of formats suited to people with specific support needs, where appropriate, such as large print, interpreters, telephone typewriter (TTY), material in community language/s, Auslan (Australian Sign Language) written processes
Key stakeholders may include:	business partners community members, Elders, traditional owners community organisations customers family members franchise owner funding agencies and financial institutions government agencies shareholders staff suppliers
Issues in communication may include:	communication protocols for Indigenous, non-Indigenous, and culturally and linguistically diverse peoples cross-cultural misunderstandings dealing with difficult clients expectations of Indigenous and culturally and linguistically diverse peoples family obligations of Indigenous, and culturally and linguistically diverse peoples negotiating with stakeholders processing complaints respect for others
Roles and responsibilities in the business may include:	differences between roles and duties role overlap conflicts with other staff and self, with other key stakeholders e.g. management committee members, contractors, accountants etc. and self and staff scope of responsibilities within the job types of duties to be performed
Organisational structure and lines of authority may include:	cooperative/incorporated association structures corporate structure and corporate governance government owned enterprise location of business within the community nature of reporting partnerships power structures and relationships reporting processes sole traders
Codes of practice for the business may include:	business operations standards cultural considerations and principles for operating ethical considerations and principles for operating guidelines for operations legal considerations and principles for operating policies quality assurance practices and principles
Job documentation may include:	background to the business competencies required for positions details of responsibilities details of specific duties or tasks to be carried out duty statement level of wage or salary job/position description outline of the job to be performed reporting relationship selection criteria special provisions

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Small and Micro Business

Co-requisite units

Co-requisite units

BSBSUS201A Participate in environmentally sustainable work practices

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to effectively measure current resource use and to carry out improvements including reducing the negative environmental impact of work practices. This unit requires the ability to access industry information, and applicable legislative and occupational health and safety (OHS) guidelines. While no licensing, legislative, regulatory or certification requirements apply holistically to this unit at the time of publication, relevant national, state and territory legislation, regulations and codes of practice impact upon this unit.

Application of the Unit

Application of the unit	This unit applies to operators/team members under supervision or guidance, who are required to follow workplace procedures and instructions, and to work in an environmentally sustainable manner. It covers: efficient resource use potential environmental hazards regulatory compliance improving environmental performance (within the scope of competency, authority and own level of responsibility). It addresses the knowledge, processes and techniques necessary to participate in environmentally sustainable work practices.

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. 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

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to comply with all relevant legislation associated with job specifications and procedures communication and problem-solving skills to question, seek clarification and make suggestions relating to work requirements and efficiency communication and teamwork skills to recognise procedures; to follow instructions; to respond to change, such as current workplace environmental/sustainability frameworks; and to support team work and participation in a sustainable organisation literacy, numeracy and technology skills to interpret workplace information in relation to work role, and to document and measure resource use technology skills to select and use technology appropriate for a task.
Required knowledge
environmental and resource hazards/risks environmental or sustainability legislation, regulations and codes of practice applicable to own work role OHS issues and requirements organisational structure, and reporting channels and procedures relevant environmental and resource efficiency systems and procedures sustainability in the workplace terms and conditions of employment including policies and procedures, such as daily tasks, employee and employer rights, equal opportunity.

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: accessing, interpreting and complying with a range of environment/sustainability legislation and procedural requirements relevant to daily responsibilities accurately following organisational information to participate in and support an improved resource efficiency process and reporting as required developing and/or using tools such as inspection checklists, to collect and measure relevant information on organisation resource consumption, within work role identifying organisational improvements by applying efficient resource use to daily activities knowledge of environmental and resource hazards/risks.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment evidence is relevant to the particular workplace role, including work area, equipment, systems, and documentation review of current work area directly relating to own work, to assess measurement of resources used, hazards and compliance individual or team discussion about potential for increased resource efficiency within current work area access to workplace documents, information and resources (such as compliance obligations, enterprise plans, work responsibilities).
Method of assessment	A range of assessment methods should be used t 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 by the candidate observation of demonstrated techniques over time and in a range of situations analysis of responses to case studies and scenarios review of documentation measuring current resource usage evaluation of techniques used to document and measure current usage of resources review of identified and reported workplace environmental hazards evidence of active participation in organisational plans to improve environmental practices and resource efficiency.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBINN201A Contribute to workplace innovation BSBSMB301A Investigate micro business opportunities BSBWOR202A Organise and complete daily work 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.
Environmental and resource efficiency issues may include:	maximising opportunities to improve business environmental performance minimising environmental risks promoting more efficient production and consumption of natural resources, for example minimising waste by participating in or using a waste management system using resources efficiently such as material usage, energy usage (seeking alternative sources of energy or energy conservation) or efficient water usage
Appropriate techniques may include:	examining and documenting resources in work area examining invoices from suppliers examining relevant information and data measuring resource usage under different conditions reports from other parties involved in the process of identifying and implementing improvements
Compliance may include:	meeting relevant laws, by-laws and regulations or best practice to support compliance in environmental performance and sustainability at each level as required (such as Environmental Protection or Biodiversity Conservation Act): international commonwealth state/territory local government industry organisation
Organisational plans may include:	documented policies and procedures work plans to minimise waste or to increase efficiency of resources such as a green office program, supply chain program for purchasing sustainable products or an environmental management framework
Suggestions may include ideas that help to:	improve energy efficiency increase use of renewable, recyclable, reusable and recoverable resources maximise opportunities such as use of solar power or other alternative forms of energy, where appropriate prevent and minimise risks reduce emissions of greenhouse gases reduce use of non-renewable resources

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Sustainability

Co-requisite units

Co-requisite units

BSBSUS501A Develop workplace policy and procedures for sustainability

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to develop and implement a workplace sustainability policy, including the modification of the policy to suit changed circumstances. This unit requires the ability to access industry information, applicable legislative and occupational health and safety (OHS) guidelines. While no licensing, legislative, regulatory or certification requirements apply holistically to this unit at the time of publication, relevant national, state and territory legislation, regulations and codes of practice impact upon this unit.

Application of the Unit

Application of the unit	This unit addresses the knowledge, processes and techniques necessary to develop approaches to sustainability within workplaces, including the development and implementation of policy. This unit applies to people with managerial responsibility who undertake work developing approaches to create strategies within workplaces, including the development and implementation of policy and includes: communicating with relevant stakeholders developing and monitoring policies reviewing and improving policies. A person who demonstrates competence in this unit must be able to provide evidence of the ability to develop and implement integrated sustainability policies and procedures within an enterprise. The review of the policy after implementation will also need to be evidenced. The context of the unit applies to all sectors of the business industry; it may be applied to all sections of an organisation, including the office, the factory floor, or work area. With such a broad application, the unit will need to be contextualised as it is applied across an organisation and across different industry sectors.

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. 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
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 as to outcomes expected, activities to be undertaken and responsibilities assigned
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 to use recording systems for tracking 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

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to adjust communication to suit different audiences; to respond effectively to diversity; to work as a member of a team to consult on and validate policy literacy skills to read and evaluate complex and formal documents such as policy and legislation problem skills to effectively manage different points of view and dissenting stakeholders research, analytical and writing skills to research, analyse and present information; to prepare written reports requiring precision of expression and language and structures suited to the intended audience
Required knowledge
best practice approaches relevant to own work area environmental or sustainability legislation, regulations and codes of practice applicable to industry and organisation equal employment opportunity, equity and diversity principles and occupational health and safety implications of policy being developed policy development processes and practices principles, practices and available tools and techniques of sustainability management relevant to the particular industry context quality assurance systems relevant to own organisation relevant industry competency relevant organisational polices, procedures and protocols relevant systems and procedures to aid in the achievement of workplace sustainability

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: candidate's involvement as a key person in planning, developing and implementing organisational policy and that the developed policy complies with legislative requirements implementation strategy, as part of the policy, that has been devised, implemented and reviewed showing a measurable improvement utilising the chosen benchmark indicators communicating with stakeholders to discuss possible approaches to policy development and implementation, and contributing to the resolution of disputes among stakeholders developing and monitoring policies for analysing data on enterprise resource consumption using software systems for recording and filing documentation for measurement of current usage and using word processing and other basic software for interpreting charts, flowcharts, graphs and other visual data and information reviewing and improving policies by identifying improvements and benchmarking against industry best practice and attempting new approaches continuously over time.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to relevant legislation/standards/guidelines access to a range of workplace documentation and personnel, information and resources (such as compliance obligations, organisational plans, work responsibilities) access to reports from other parties involved in the development and implementation of policy evidence is collected over time, involving both formative and summative assessment evidence is relevant to the particular workplace role, including work area, equipment, systems, and documentation.
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 by the candidate response to case studies review of policy developed and procedural documentation outlining the approach taken review of implementation strategy, plans and work plans analysis of methods used to involve stakeholders in policy development, implementation and review analysis of inefficiencies or opportunities for improvements identified in the workplace evaluation of participation in sustainability work practices and programs such as an environmental management framework observation over time in relation to review of work area relating to policy and procedures being developed to assess measurement of resources used, hazards and compliance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBATSIM419A Contribute to the development and implementation of organisational policies BSBHRM506A Manage recruitment, selection and induction processes BSBHRM602B Manage human resources strategic planning BSBINN502A Build and sustain an innovative work environment BSBMGT515A Manage operational plan BSBMGT516C Facilitate continuous improvement BSBMGT608C Manage innovation and continuous improvement BSBMGT616A Develop and implement strategic plans BSBMGT617A Develop and implement a business plan BSBRSK501A Manage risk.

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.
Scope of workplace sustainability policy may include:	addressing sustainability initiatives through reference to standards, guidelines and approaches such as: ecological foot printing Energy Efficiency Opportunities Bill 2005l Global Reporting Initiative green office program green purchasing Greenhouse Challenge Plus (Australian government initiative) ISO 14001:1996 Environmental management systems life cycle analyses life cycle analyses product stewardship supply chain management sustainability covenants/compacts triple bottom line reporting integrated approach to sustainability which includes environmental, economic and social aspects, or a specific approach that focuses on each aspect individually investigating particular business and market context of the industry/organisation meeting relevant laws, by laws and regulations or best practice to support compliance in environmental performance and sustainability at each level as required (such as Environmental Protection or Biodiversity Conservation Act): international commonwealth state/territory industry organisation parts of the organisation to which it is to apply, including whether it is for the whole organisation, one site, one work area or a combination of these.
Sources may include:	regulatory sources relevant personnel organisational specifications.
Stakeholders may include:	individuals and groups both inside and outside the organisation who have some direct interest in the organisation's conduct, actions, products and services, including: customers employees at all levels of the organisation government investors local community other organisations regulators suppliers key personnel within the organisation and specialists outside the organisation who may have particular technical expertise.
Strategies may include:	promotional activities raising awareness among stakeholders training staff in sustainability principles and techniques.

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Sustainability

Co-requisite units

Co-requisite units

BSBWHS201A Contribute to health and safety of self and others

Modification History

Release	Comments
Release 1	This Unit first released with BSB07 Business Training Package version 7.0. Replaces and is equivalent to BSBOHS201A Participate in OHS processes.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to participate in work health and safety (WHS) processes to protect own health and safety, and that of others.

Application of the Unit

This unit applies to individuals who require a fundamental knowledge of WHS to carry out their own work, which may be in a defined context under direct supervision or with some individual responsibility. The unit has broad applicability across industries and workplace contexts.

NOTE: The terms Occupational Health and Safety (OHS) and Work Health and Safety (WHS) are equivalent and generally either can be used in the workplace. In jurisdictions where the National Model WHS Legislation has not been implemented RTOs are advised to contextualise the unit of competency by referring to the existing State/Territory OHS legislative 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

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. Work safely	1.1 Follow provided safety procedures and instructions when conducting work 1.2 Carry out prestart systems and equipment checks according to workplace procedures 1.3 Follow workplace procedures for responding to emergency incidents
2. Implement work safety requirements	2.1 Identify designated persons for reporting queries and concerns about safety in the workplace 2.2 Identify existing and potential hazards in the workplace, report them to designated persons, and record them according to workplace procedures 2.3 Identify and implement WHS procedures and work instructions 2.4 Identify and report emergency incidents and injuries to designated persons according to workplace procedures 2.5 Identify WHS duty holders in own work area and their duties
3. Participate in WHS consultative processes	3.1 Contribute to workplace meetings, inspections and other WHS consultative activities 3.2 Raise WHS issues with designated persons according to organisational procedures 3.3 Take actions to eliminate workplace hazards and reduce risks

Required Skills and Knowledge

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

Required skills

communication skills to contribute to workplace meetings

literacy skills to:

contribute to workplace meetings, inspections and other WHS consultative activities

interpret safety signs, symbols, notices and other WHS documents

record and report hazards, risks, emergency incidents and injuries

problem-solving skills to follow procedures in an emergency.

Required knowledge

emergency procedures, including procedures for fires and incidents

meaning of commonly used hazard signs and safety symbols

responsibilities, as specified in WHS Acts, regulations and codes of practice, of:

self

persons conducting businesses or undertakings (PCBUs) or their officers

fellow workers.

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: following all relevant safety procedures and instructions identifying and reporting hazards to designated personnel knowledge of relevant materials, equipment and work processes.
Context of and specific resources for assessment	Assessment must ensure: safety processes, hazards and risks are relevant to area of work.
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: analysis of responses to case studies and scenarios demonstration of techniques direct questioning combined with review of portfolios of evidence and third-party workplace reports of onthejob performance by the candidate review of documentation identifying and reporting emergency incidents.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

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.

Safety procedures and instructions may include:	as contained in health and safety brochures, magazines and other material completing required documentation following procedures for work area housekeeping following WHS guidelines relevant to workplace procedures for: disposing of spilled substances, dangerous products, sharps and waste, and cleaning equipment maintaining stocks of cleaning equipment, such as disposable gloves, liquid repellent aprons, and disinfectant sterilising cleaning equipment using appropriate cleaning equipment to clean spillages and breakages wearing personal protective clothing and protective eyewear when in contact with body fluids or chemicals that may splash handling, using and storing hazardous chemicals according to workplace procedures labels for hazardous chemicals safety data sheets (SDS) specific guidelines and procedures as they apply to own work area undergoing operator training and instruction when using new equipment or processes.
Emergency incidents may include:	accidents alcohol and other drug intoxication crime external threats fire flood near misses sudden illness.
Designated persons may include:	health and safety officers health and safety representatives managers and supervisors other persons authorised or nominated by the organisation PCBUs or their officers team leaders union officers WHS inspectors WHS permit entry holders.
Hazards may include anything that can cause harm, including:	as specified in WHS Acts, regulations and codes of practice blood breakage and spillage criminal acts fatigue hazardous chemicals hazardous equipment hazardous work processes intoxication needle sticks sources of infection stress unsafe work tasks or practices.
Duty holders may include:	as specified in WHS Acts: PCBUs or their officers workers other persons at a workplace.

Unit Sector(s)

Regulation, Licensing and Risk – Work Health and Safety

BSBWHS504A Manage WHS hazards and risks

Modification History

Release	Comments
Release 1	This Unit first released with BSB07 Business Training Package version 7.0. Replaces but is not equivalent to BSBOHS505C Manage hazards in the work environment AND BSBOHS507B Facilitate the application of principles of occupational health to control OHS risk.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to manage work health and safety (WHS) hazards and risks.

Application of the Unit

This unit applies to individuals who contribute to the management of WHS hazards and risks. This management is based on the organisation’s WHS management system (WHSMS), WHS information system (WHSIS) and risk-management approach (as covered in BSBWHS503A Contribute to the systematic management of WHS risk).

The unit applies to people who work in a range of WHS roles across all industries and who apply a substantial knowledge base and well-developed skills in a wide variety of WHS contexts.

NOTE: The terms Occupational Health and Safety (OHS) and Work Health and Safety (WHS) are equivalent and generally either can be used in the workplace. In jurisdictions where the National Model WHS Legislation has not been implemented RTOs are advised to contextualise the unit of competency by referring to the existing State/Territory OHS legislative 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

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. Access information and data on WHS hazards and risks	1.1 Identify sources of information and data 1.2 Obtain information and data to determine the nature and scope of hazards and risks, the range of harms they may cause, and how these harms happen 1.3 Obtain information and data to determine techniques, tools and processes to assess risk associated with identified hazards and risk control options
2. Prepare to manage WHS hazards and risks	2.1 Apply knowledge of the organisation’s WHSMS and WHSIS to identify requirements for managing WHS hazards and risks 2.2 Apply knowledge of WHS legislation to identify duty holders and legislative requirements for managing WHS hazards and risks
3. Develop and implement WHS hazard and risk-management processes	3.1 Apply techniques, tools and processes to assess risks associated with hazards and risk control options 3.2 Apply knowledge of hazards and risks to develop appropriate risk controls 3.3 Develop and implement a risk control plan and evaluate risk controls 3.4 Carry out hazard identification and risk management according to organisational and legal requirements, adopting a risk-management approach

Required Skills and Knowledge

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

Required skills

analytical skills to:

analyse relevant workplace information and data

contribute to the assessment of resources needed to manage risk and where appropriate access these resources

identify areas for WHS improvement

communication skills to:

conduct effective formal and informal meetings and communicate effectively with personnel at all levels of the organisation

use language appropriate to the work team and the task

consultation and negotiation skills to:

develop plans

implement and monitor designated actions

information technology skills to:

access and download internal and external information and data on WHS

use a range of communication media

literacy skills to prepare plans and reports for a range of target groups, including health and safety committees, health and safety representatives, managers, supervisors, and persons conducting businesses or undertakings (PCBUs) or their officers

organisational skills to manage own tasks within a timeframe

project-management skills to achieve change in WHS matters

research skills to:

access relevant WHS information and data

identify areas for improvement

interpret information and data.

Required knowledge

basic principles of incident causation and injury processes

difference between hazard and risk

formal and informal communication and consultation processes, and key personnel related to communication

how the characteristics and composition of the workforce impact on WHS risk and the management of WHS, including:

communication skills

cultural background and diversity

gender

labour market changes

language, literacy and numeracy levels of the workforce

structure and organisation of the workforce, including part time, casual and contract workers; shift rosters; and geographical location

workers with specific needs and limitations

workplace culture towards alcohol and other drug use

internal and external sources of WHS information and data, and how to access them

limitations of generic hazard identification and risk assessment checklists, and risk ranking processes

methods for providing evidence of compliance with WHS legislation

nature of workplace processes (work flow, planning and control) and hazards relevant to the workplace

organisational culture as it impacts on the work team

organisational WHS policies, procedures, processes and systems

other functional areas that impact on the management of WHS

principles and practices of a systematic approach to managing WHS

relevant commonwealth and state or territory WHS Acts, regulations, codes of practice, standards and guidance material, and other relevant publications

risk as the effect of uncertainty on objectives

risk management as a duty of PCBUs or their officers under WHS legislation

roles and responsibilities of individuals and parties under WHS legislation

standard industry controls for a range of hazards

techniques, tools and processes for identifying and controlling health and safety hazards and risks, including:

hazard and risk checklists

hazard hunts

job safety analyses

manifests and registers, including for dangerous goods, hazardous chemicals and plant

safe work method statements

surveys using questionnaires, interviews and other survey techniques

workplace inspections and walk throughs.

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: complete risk assessment using a range tools and processes outline risk factors and recommended risk controls for a hazard action plan to implement risk controls and risk-management processes, including positive performance indicators to monitor implementation knowledge of relevant WHS Acts, regulations, codes of practice, standards and guidance material.
Context of and specific resources for assessment	Assessment must ensure access to: a workplace or simulated workplace workplace documentation office equipment and resources relevant Acts, regulations, codes of practice, standards and guidelines relating to risks found in the workplace.
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: analysis of responses to case studies and scenarios assessment of written reports on the effectiveness of hazard identification, risk assessment, and control and management actions taken demonstration of techniques used to identify hazards, to assess associated risks, and to control, monitor and evaluate risks direct questioning combined with review of portfolios of evidence and third-party reports of onthejob performance by the candidate observation of performance in role plays observation of presentations oral or written questioning to assess knowledge review of action plans written reports on hazard-identification and risk-management activities.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBWHS503A Contribute to the systematic management of WHS risk BSBWHS506A Contribute to developing, implementing and maintaining WHS management systems BSBWHS507A Contribute to managing WHS information systems BSBWHS508A Manage WHS hazards associated with plant.

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.

Sources of information and data may include:	Australian and international standards industry bodies and groups unions websites, journals and newsletters WHS Acts, regulations, codes of practice, guidelines and other information issued by WHS regulators WHS specialists workers’ compensation insurance agents workplace policies, procedures, processes and systems.
Hazards and risks may include:	hazards and risks associated with particular industries and/or occupations hazards and risks determined by: needs of the workplace, local industry and regional contexts how common they are or could be how big a problem they are or could be, in terms of severity of actual or potential harm, and numbers of workers they may harm potential or actual costs, impacts on the organisation/industry, and requirements to comply with hazard and industry-specific WHS regulations and codes of practice commonly occurring hazards: biological hazards, such as viruses, bacteria, hepatitis, legionnaires’ disease, Q fever, brucellosis, leptospirosis, HIV and fungi electrical extreme temperature hazardous chemicals ionising and non-ionising radiation machinery and equipment manual tasks noise and vibration psychosocial hazards, such as work-related stress and fatigue, bullying and violence working at height, falling objects, falls, slips and trips.
WHS legislation may include:	Acts regulations codes of practice.
Duty holders may include:	as specified in WHS Acts: PCBUs or their officers workers other persons at a workplace.

Unit Sector(s)

Regulation, Licensing and Risk – Work Health and Safety

BSBWOR202A Organise and complete daily work activities

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to organise and complete work activities, and to obtain feedback on work performance. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals developing basic skills and knowledge for working in a broad range of settings.

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. Organise work schedule	1.1. Negotiate and agree upon 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 time lines 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 of 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

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to use written and oral information about workplace requirements organising skills to arrange work priorities and arrangements problem-solving skills to solve routine problems technology skills to select and use technology appropriate for a task.
Required knowledge
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) organisational policies, plans and 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	Evidence of the following is essential: organising and completing own work activities seeking and acting on feedback from clients, colleagues and supervisors using available business technology appropriate to the task, under direct instruction
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of work plans, policies and procedures.
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 by the candidate analysis of responses to case studies and scenarios demonstration of techniques review of documentation planning and prioritising workload evaluation of time line required to complete tasks review of documentation planning opportunities for improvement.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: administration units.

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.
Appropriate persons may include:	colleagues other staff members supervisors, mentors or trainers
Organisational requirements may include:	access and equity principles and practice anti-discrimination and related policy business and performance plans ethical standards goals, objectives, plans, systems and processes legal and organisation policies, guidelines and requirements OHS policies, procedures and programs quality and continuous improvement processes and standards
Colleagues may include:	coach/mentor other members of the organisation peers/work colleagues/team supervisor or manager
Factors affecting work requirements may include:	changes to procedures or new procedures competing work demands environmental factors such as time, weather other work demands resource issues technology/equipment breakdowns
Business technology may include:	computer applications computers electronic diaries facsimile machines photocopiers printers scanners
Feedback on performance may include:	formal/informal performance appraisals obtaining feedback from clients obtaining feedback from supervisors and colleagues personal, reflective behaviour strategies routine organisational methods for monitoring service delivery
Standards may include:	Australian Standards legal and organisation policies, guidelines and requirements legislation organisational policies and procedures specified work standards standards set by work group
Opportunities for improvement may include:	coaching, mentoring and/or supervision internal/external training provision personal study recognition of current competence (RCC)/skills recognition/initial assessment workplace skills assessment

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Workplace Effectiveness

Co-requisite units

Co-requisite units

BSBWOR203B Work effectively with others

Modification History

Release	Comments
Release 1	This version first released with BSB07 Business Training Package version 6.0. Revised unit. Required knowledge and Range Statement changed to include environmentally sustainable practices Replaces BSBWOR203A Work effectively with others

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to work in a group environment promoting team commitment and cooperation, supporting team members and dealing effectively with issues, problems and conflict.

Application of the Unit

This unit applies to individuals who perform a range of routine tasks using a limited range of practical skills and fundamental knowledge of teamwork in a defined context under direct supervision or with limited individual responsibility.

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. 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 upon 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

Required Skills and Knowledge

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

Required skills

literacy skills to read and understand the organisation’s policies and work procedures, to write simple instructions for particular routine tasks and to interpret information gained from correspondence

communication skills to request advice, to receive feedback and to work with a team

technology skills to select and use technology appropriate to a task

culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities.

Required knowledge

key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as:

antidiscrimination legislation

ethical principles

codes of practice

privacy laws

occupational health and safety (OHS)

environmentally sustainable work practices

organisational policies, plans and procedures

workgroup member responsibilities and duties, and relationship to individual responsibilities and duties.

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: providing support to team members to ensure goals are met seeking feedback from clients and/or colleagues and taking appropriate action knowledge of appropriate conflict resolution techniques.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of customer complaints or staff conflict.
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 onthejob performance by the candidate analysis of responses to case studies and scenarios demonstration of techniques observation of demonstrated techniques in resolving conflict observation of presentations review of documentation identifying and planning strategies/opportunities for workgroup improvement.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: interpersonal communication units other industry capability units.

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.

Responsibilities and duties may include:	Code of Conduct job description and employment arrangements organisation’s policy relevant to work role skills, training and competencies supervision and accountability requirements including OHS environmentally sustainable working practices team structures.
Workgroup members may include:	coach/mentor other members of the organisation peers/work colleagues/team/enterprise supervisor or manager.
Feedback on performance may include:	formal/informal performance appraisals obtaining feedback from clients obtaining feedback from supervisors and colleagues personal, reflective behaviour strategies routine organisational methods for monitoring service delivery.
Support to team members may include:	explaining/clarifying helping colleagues problemsolving providing encouragement providing feedback to a team member undertaking extra tasks if necessary.
Information to be shared may include:	acknowledging satisfactory performance acknowledging unsatisfactory performance assisting a colleague clarifying the organisation’s preferred task completion methods encouraging colleagues open communication channels workplace hazards, risks and controls.
Strategies/opportunities for improvement may include:	career planning/development coaching, mentoring and/or supervision formal/informal learning programs internal/external training provision performance appraisals personal study recognition of current competence (RCC)/skills recognition/initial assessment work experience/exchange/opportunities workplace skills assessment.

Unit Sector(s)

Industry Capability – Workplace Effectiveness

Custom Content Section

Not applicable.

BSBWOR402A Promote team effectiveness

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to promote teamwork. It involves developing team plans to meet expected outcomes, leading the work team, and proactively working with the management of the organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Frontline managers have an important leadership role in the development of efficient and effective work teams. They play a prominent part in team planning, supervising the performance of the team and developing team cohesion. They 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.

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. Plan to achieve team outcomes	1.1. Identify, establish and document team purpose, roles, responsibilities, goals, plans and objectives in consultation with team members 1.2. Support team members in meeting expected outcomes
2. Develop team 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
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

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: boost team morale deal with team conflict deliver messages from management facilitate discussion mentor and coach leadership skills planning and organising skills.
Required knowledge
organisational goals, objectives and plans organisational policy and procedures framework organisational structure, including organisational chart principles and techniques associated with: delegation and work allocation goal setting group dynamics and processes individual behaviour and difference leadership motivation negotiation planning.

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: teamwork plan with details of how it was generated and how it will be monitored so that team goals can be met techniques in communicating information, dealing with team conflict and resolving issues knowledge of organisational goals, objectives and plans.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: analysis of responses to case studies and scenarios direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of demonstrated techniques in working with team dynamics observation of performance in role plays oral or written questioning to assess knowledge of principles and techniques associated with group dynamics and processes evaluation of opportunities provided for input of team members into planning, decision making and operational aspects of work team review of feedback provided to team members review of teamwork plan.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Certificate IV in Frontline Management.

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.
Team purpose, roles, responsibilities, goals, plans and objectives may include:	action plans, business plans and operational plans linked to strategic plans expected outcomes and outputs goals for individuals and the work team individual and team performance plans and key performance indicators occupational health and safety (OHS) responsibilities
Consultation may include:	attending meetings, interviews, brainstorming sessions using email/intranet communications, newsletters or other processes and devices which ensure that all employees have the opportunity to contribute to team and individual effectiveness using mechanisms to provide feedback to the work team in relation to consultation outcomes
Responsibility for own work may involve:	individual and joint actions individuals and teams
Feedback may refer to:	formal/informal gatherings between team members where there is communication on work related matters informal communication of ideas and thoughts on specific tasks, outcomes, decisions, issues or behaviours
Relevant persons may include:	colleagues direct superior or other management representatives OHS committees and other people with specialist responsibilities
Communication may include:	face-to-face formal/informal interaction verbal, written or electronic communication
Line manager/management may refer to:	direct superior or other management representatives

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBWOR501B Manage personal work priorities and professional development

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to manage own performance and professional development. Particular emphasis is on setting and meeting priorities, analysing information and using a range of strategies to develop further competence. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to managers and focuses on the need for managers to be organised, focussed and skilled, in order to effectively manage the work of others. As such it is an important unit for most managers, particularly as managers serve as role models and have a significant influence on the work culture and patterns of behaviour.

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. Establish personal work goals	1.1. Serve as a positive role model in the workplace through personal work planning and organisation 1.2. Ensure personal work goals, plans and activities reflect the organisation's plans, and own responsibilities and accountabilities 1.3. Measure and maintain personal performance in varying work conditions, work contexts and contingencies
2. Set and meet own work priorities	2.1. Take initiative to prioritise and facilitate competing demands to achieve personal, team and organisational goals and objectives 2.2. Use technology efficiently and effectively to manage work priorities and commitments 2.3. Maintain appropriate work-life balance, and ensure stress is effectively managed and health is attended to
3. Develop and maintain professional competence	3.1. Assess personal knowledge and skills against competency standards to determine development needs, priorities and plans 3.2. Seek feedback from employees, clients and colleagues and use this feedback to identify and develop ways to improve competence 3.3. Identify, evaluate, select and use development opportunities suitable to personal learning style/s to develop competence 3.4. Undertake participation in networks to enhance personal knowledge, skills and work relationships 3.5. Identify and develop new skills to achieve and maintain a competitive edge

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to receive, analyse and report on feedback literacy skills to interpret written and verbal information about workplace requirements organisational skills to set and achieve priorities.
Required knowledge
principles and techniques involved in the management and organisation of: performance measurement personal behaviour, self-awareness and personality traits identification personal development plan personal goal setting time management management development opportunities and options for self organisation's policies, plans and procedures types of learning style/s and how they relate to the individual types of work methods and practices that can improve personal performance.

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: systems and processes (electronic or paper-based) used to organise and prioritise tasks, which show how work is managed personal development plan, with career objectives and an action plan
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: analysis of responses to case studies and scenarios direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of presentations oral or written questioning to asses knowledge of work methods and practices that can improve personal performance review of personal work goals, plans and activities evaluation of work-life balance review of documentation assessing personal knowledge and skills against competency standards.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Diploma of Management.

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.
Own responsibilities and accountabilities may include:	expectations of workplace performance as expressed in a performance plan outputs as expressed in position descriptions or duty statements statement of conduct outlining an individual's responsibilities/actions/performance
Technology may include:	computerised systems and software, databases, project management and word processing electronic diary personal digital assistant (PDA)
Competency standards may include:	enterprise-specific units of competency consistent with work requirements nationally endorsed units of competency consistent with work requirements
Clients and colleagues may be:	colleagues at the same level and more senior managers internal or external customers people from a wide range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities team members
Development opportunities may include:	action learning coaching exchange/rotation induction mentoring shadowing structured training programs

Unit Sector(s)

Unit sector

Competency field

Competency field	Management and Leadership - Management

Co-requisite units

Co-requisite units

BSBWOR502B Ensure team effectiveness

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to facilitate all aspects of teamwork within the organisation. It involves taking a leadership role in the development of team plans, leading and facilitating teamwork and actively engaging with the management of the organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to managers and addresses the need for managers to facilitate work teams and to build a positive culture within work teams. The unit takes a systematic and planned approach to developing teams. It includes the soft skills as well as more structured approaches to the management of teams. 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.

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. 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 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 follow-up 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

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to explain team goals, to address team conflict and to build an environment of trust planning and organisational skills to keep team on track and focussed on work outcomes.
Required knowledge
group behaviour strategies for mentoring and coaching to informally guide and instruct team members issue resolution strategies for gaining consensus.

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: range of techniques that can be used to build work teams, strengthen communications in the team and resolve issues methods for engaging with stakeholders and obtaining advice from outside the work team, to ensure team is focussed and on track knowledge of group behaviour.
Context of and specific resources for assessment	Assessment must ensure: access to appropriate documentation and resources normally used in the workplace.
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: analysis of responses to case studies and scenarios assessment of written reports demonstration of team building techniques direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of performance in role plays review of performance plans developed for work team review of policies and procedures developed to ensure team members take responsibility for own work.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other units from the Diploma of Management.

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.
Consultation may refer to:	conducting meetings, interviews, brainstorming sessions, email/intranet communications, newsletters or other processes and devices which ensure that all employees have the opportunity to contribute to team and individual performance plans mechanisms used to provide feedback to the work team in relation to outcomes of consultation
Accountabilities may refer to:	responsibilities as defined in position descriptions, codes of conduct/behaviour, duty statements or similar statement of conduct outlining responsibilities/actions/performance
Performance plans may refer to:	individual performance plans linked to team goals team plans based on work assignments and responsibilities
Outcomes, outputs, key performance indicators may refer to agreed:	changes in work roles and responsibilities improved individual and team, performance and participation improvements to systems, operations measures for monitoring and evaluating the efficiency or effectiveness of systems or services quality standards and expectations targets for productivity improvements such as reduced downtime, higher production levels, decreases in absenteeism targets for training and development
Support may include:	Coaching Mentoring Training and development opportunities Clarification of roles and expectations Long term or short term plans Meetings
Strategies may refer to:	clarification of roles and expectations electronic communication devices and processes, such as intranet and email communication systems, to facilitate input long-term or short-term plans factoring in opportunities for team input mentoring and 'buddy' systems to support team members in providing input newsletters and briefings training and development activities
Policies and procedures may refer to:	organisational guidelines and systems that govern operational functions procedures that detail the activities that must be carried out for the completion of actions and tasks Standard Operating Procedures
Processes may refer to:	brainstorming options with the team for addressing concerns creating a matrix of issues and concerns and distributing for comment discussions with individuals regarding their concerns distributing drafts for comment with a range of options for resolution of concerns training and development sessions
Stakeholders may include:	Board members business or government contacts funding bodies union/employee groups and representatives work team
Line manager/management may refer to:	chief executive officer direct superior other management representatives

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry Capability - Workplace Effectiveness

Co-requisite units

Co-requisite units

BSBWRT401A Write complex documents

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to plan documents, draft text, prepare final text and produce documents of some complexity. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit applies to individuals who work in a range of business environments and are skilled in the creation of reports, information and general promotion documents that are more complex than basic correspondence, memos or forms and that require review and analysis of a range of information sources.

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. Plan documents	1.1. Determine the purposes of documents 1.2. Choose appropriate formats for documents 1.3. Establish means of communication 1.4. Determine requirements of documents 1.5. Determine categories and logical sequences of data, information and knowledge to achieve document objectives 1.6. Develop overview of structure and content of documents
2. Draft text	2.1. Review and organise available data, information and knowledge according to proposed structure and content 2.2. Ensure data, information and knowledge is aggregated, interpreted and summarised to prepare text that satisfies document purposes and objectives 2.3. Include graphics as appropriate 2.4. Identify gaps in required data and information, and collect additional material from relevant enterprise personnel 2.5. Draft text according to document requirements and genre 2.6. Use language appropriate to the audience
3. Prepare final text	3.1. Review draft text to ensure document objectives are achieved and requirements are met 3.2. Check grammar, spelling and style for accuracy and punctuation 3.3. Ensure draft text is approved by relevant enterprise personnel 3.4. Process text amendments as required
4. Produce document	4.1. Choose basic design elements for documents appropriate to audience and purpose 4.2. Use word processing software to apply basic design elements to text 4.3. Check documents to ensure all requirements are met

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication skills to clarify requirements of documents literacy skills to edit and proofread documents; to create documents with a complex, organised structure of linked paragraphs which use simple and complex syntactic structure numeracy skills to collate and present data, graphs and annotated references problem-solving skills to use processes flexibly and interchangeably.
Required knowledge
enterprise style guide/house style formatting styles and their impact on formatting, readability and appearance of documents organisational requirements for ergonomics, work periods and breaks, and resource conservation techniques rules and conventions for written English, as defined by general and specialist dictionaries and books about grammar.

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: production of documents editing draft text to ensure accuracy and clarity of information knowledge of enterprise style guide/house style.
Context of and specific resources for assessment	Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of documents and style guides.
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 by the candidate review of structure and content of documents review of draft documents review of final documents demonstration of techniques oral or written questioning to assess knowledge of word processing software functions.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBITU401A Design and develop complex text documents.

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.
Purposes of documents may include:	conveying research findings documenting policies, procedures and processes influencing attitudes, opinions, beliefs meeting legal requirements meeting other data, information or knowledge needs of an audience proposing recommendations, options and actions
Appropriate formats for documents may include:	detailed business letters emails instructions and procedures manuals publications, leaflets, brochures reports speeches and presentations submissions tender documentation and public notices website text
Means of communication may include:	software packages such as MS Word, MS Excel, MS PageMaker, MS PowerPoint and templates
Requirements of documents may include:	compliance with genre compliance with proformas, standardised reporting requirements or undertakings made by the organisation about reporting file types and sizes for online documents languages other than English requirements legal or traditional requirements for the particular document format organisational policy, procedures and guidelines applying to writing documents, including house style point numbering systems requirements for illustrations, photographs, graphs, charts, maps and other illustrative material to explain texts standards for references, footnotes, citations, acknowledgements time lines, including deadlines word length writing styles, including simplicity of English and use of technical language
Categories and logical sequences of data, information and knowledge may include:	arguments and rebuttals categories and sequences traditionally used for the particular type of document being prepared chronological, alphabetical or operating sequences facts, observations, conclusions and recommendations illustrative case studies and other examples linking and summary statements recommendations and supporting arguments
Relevant enterprise personnel may include:	colleagues/staff in own workÂ section/ teamÂ members consultative committees internal providers of specialist expertise managers/leaders/coordinators/supervisors owners staff in relevant work sections
Design elements may include:	capitals and underlining fonts headings illustrations, photographs and other illustrative material for design purposes justification and alignment lists and tables logos, branding, organisational identity requirements margins and paragraph indentation page shape page size templates use and amount of colour use and amount of white space

Unit Sector(s)

Unit sector

Competency field

Competency field	Communication - Writing

Co-requisite units

Co-requisite units

CHCCD412B Work within a community development framework

Modification History

Not Applicable

Unit Descriptor

Descriptor	This unit describes the knowledge and skills 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

Application of the Unit

Application	Application of a community development framework may be undertaken within the scope of or in conjunction with a range of work roles/areas in the community services industry including specific areas of service delivery, community education activities and working with groups to address issues

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains Employability Skills

Elements and Performance Criteria Pre-Content

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. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Operate within a community development framework	1.1 Reflect a current working knowledge and understanding of community development vision and mission in work undertaken 1.2 Reflect through work, a commitment to working with communities to resolve their issues through enhancing skills, accessing appropriate support and working with others in the community who share concerns and issues 1.3 Underpin work with a commitment to the principles of community development 1.4 Demonstrate understanding of the interrelationships of the needs and rights of the individual, the family, the community and society 1.5 Reflect through work, a demonstrated understanding of the impact of current and changing social, political and economic contexts 1.6 Work in a manner which reflects the impact of worker's own value base and values within a community development framework
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 assist 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 Contribute to analysis of community needs 3.2 Identify shared community needs within the public group processes 3.3 Identify appropriate strategies with the group in order to ensure community issues are addressed 3.4 Identify 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
4. Work effectively with diversity in the community	4.1 Ensure all work reflects a commitment to the principles of access and equity 4.2 Ensure all work reflects respect and understanding of individual differences 4.3 Ensure all work reflects recognition of the positive contribution of diversity in the community 4.4 Adapt inclusive work processes that enhance people's participation

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge: It is critical that the candidate demonstrate knowledge of: Own biases related to community development Relevance of the work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability 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 Work models within a community development framework, including: social action advocacy locality development work brokering connections between communities and systems community needs analysis / research The candidate must also be able to demonstrate relevant 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, such as knowledge of: Recognition of the value of process, including as an outcome: respecting and valuing local knowledge and skills mutuality
Essential skills: It is critical that the candidate demonstrate the ability to: Elicit a story from individuals, to test common understandings and to facilitate agreement on actions to be followed based on information and assistance provided by the worker Review and modify own work practice within a community development framework In addition, the candidate must be able 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 the ability to: Apply appropriate communication and interpersonal skills relevant to work area Demonstrate application of skills in: research needs analysis and assessment in a community context relevant literacy standards and skills necessary to meet reporting requirements of work area reflective listening referral Recognise and act upon opportunities to enhance sustainability in the workplace

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, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:	The individual being assessed must provide evidence of specified essential knowledge as well as skills This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations
Access and equity considerations:	All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:	This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged Resources required for assessment include access to a workplace or to an environment that accurately simulates the workplace
Method of assessment may include:	Observation of work activities, simulation and/or role play Written tasks Relevant formal and informal education/training courses Case studies and scenarios Interviews/questioning Role plays

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. Add any 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.
Work in the industry includes:	Paid work Unpaid work Voluntary
Principles of community development include:	'People-centred' developmental approach to work that may be civil, political, economic, social or cultural Commitment to participatory democracy, Commitment to peoples' participation, Empowerment Justice (commutative, distributive and social), and human rights Reciprocity and mutuality Recognition of personal and public political process, Recognition of the value of process, including as an outcome Respecting and valuing local knowledge and skills,
Ethical practices include those relating to:	Financial management Information collection, storage and dissemination Operation of community and other organisations Professional relationships
Group processes and models include:	Community action
Community development outcomes may include:	Building capacity to address problems in the community and to strengthen community structures Community facilities Community planning Community projects Consultative and planning committees Enhanced community capacity Enhanced community skills Enhanced social capital Increased capacity of groups and individuals to engage with political and community structures Increased community self confidence in public activity Inter-community collaboration Meeting community needs New or improved service delivery Other outcomes identified by the community or the group Policy changes
Appropriate course of action may include:	A public response/meeting Conducting a specific project Development of a program Establishment of organisational arrangements Group action
Appropriate referrals may include	Not part of agency mandate Private matters Public matters that are already being addressed elsewhere
Areas of difference and diversity include:	Culture and cultural practices relating to: religion/spiritual observances family relationships status/protocol ceremonies/celebrations prohibition/taboos Language Social, economic, physical and health issues

Unit Sector(s)

Not Applicable

CHCCD514B Implement community development strategies

Modification History

CHC08 Version 3	CHC08 Version 4	Comments
CHCCD514A Implement community development strategies	CHCCD514B Implement community development strategies	ISC upgrade changes to remove references to old OHS legislation and replace with references to new WHS legislation. No change to competency outcome.

Unit Descriptor

Descriptor	This unit describes the knowledge and skills required to work with individuals, groups and the community to identify issues and develop cooperative processes to facilitate change

Application of the Unit

Application	This unit is intended for application within a community work or community development work context within the community services sector

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains Employability Skills

Elements and Performance Criteria Pre-Content

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. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
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 Provide appropriate referrals to assist in the resolution of issues 1.4 Identify and address barriers to moving private concerns into public action
2. Work with groups to establish cooperative processes	2.1 Identify relevant models of work that may address group issues and needs 2.2 Identify and establish mechanisms and actions to address group issues and needs 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 Address organisation's reporting requirements
3. Support group processes and skills development	3.1 Identify and access available resources to facilitate successful group and community work strategies and activities 3.2 Assist 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 as required
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 group to regularly undertake review mechanisms 4.4 Work with group to reflect on group practice and processes

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge: 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: Community development theory, principles and practices The community profile Funding sources and their policies and strategies for encouraging community input and participation Relevant local, state and federal strategies/legislation Community processes and protocols Conflict management Media engagement Meeting procedures Governance issues Representation, lobbying and advocacy Power and conflict management Leadership in community Networking Data collection and analysis Depending on the work role or services provided, specific knowledge of particular groups or issues may be required, including: alcohol and other drugs (AOD) cultural and linguistic diversity risk of self-harm women men community education Aboriginal and Torres Strait Islander people mental health LGBTI young people families and children
Essential skills: It is critical that the candidate demonstrate the ability to: Demonstrate capacity to identify individual concerns and translate them into public issues by facilitating individual awareness of issues which may be common to the group and to assist establishment of access to group processes Develop and maintain public processes to address common issues Work with key people or stakeholders in the community In addition, the candidate must be able 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 the ability to: Motivate, enthuse and activate Demonstrate application of skills in: research, including data collection/analysis and recording, and effective use of relevant information technology in line with work health and safety (WHS) guidelines project/program evaluation budgeting negotiation, liaison, networking group facilitation applying WHS requirements in the work role

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, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:	The individual being assessed must provide evidence of specified essential knowledge as well as skills This unit will be assessed in the workplace or in a simulated workplace under the normal range of workplace conditions
Access and equity considerations:	All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:	This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged Resources required for assessment include access to appropriate structures, people or organisations for assessment purposes
Method of assessment:	In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

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. Add any 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.
Referrals may be:	Both inside and outside the organisation To other workers, service providers or organisations To specialist services
Issues and needs may include:	Employment Housing Financial support Access to education and training Health Child care Community issues such as domestic violence, aged care, disability services, etc
Operational arrangements include:	Legal framework for operation Funding arrangements Models for operation Decision-making arrangements Baby sitting Vouchers Location Advertising/promotion
Opportunities to facilitate community participation include:	Activities at service delivery, program, operative and management levels Formal and informal systems Promotion Support meeting Focus groups on relevant issues Community meetings
Key people may include:	Advocacy groups Policy and decision-makers in the specific community Individuals, groups or communities most likely to be affected by strategies or action plans Community leaders People with formal and informal representative roles Community elders Council members Elected representatives (politicians)
Group processes and models include:	Community action
Community development outcomes may include:	New or improved service delivery Community projects Community planning Consultative and planning committees Enhanced social capital Enhanced community skills Enhanced community capacity Community facilities Policy changes Other relevant needs identified by the community or the group
Support includes:	Media Meeting procedures Representation, lobbying and advocacy Power and conflict management Motivate, enthuse and activate Leadership in community Networking Data collection and analysis Gaining resources
Strategies may include:	Establishment of advocacy groups Promotion activities Lobbying Developing alliances Collaboration and cooperation Community awareness raising Submissions to social planning Political action and campaigns Participatory/collaborative research and development Other strategies as appropriate
Resources may include:	Skills/administrative support Physical, transport, venues, material, equipment Provision of training Financial Equipment Staff skills and time Provision of facilities Educational materials Funding Personnel

Unit Sector(s)

Not Applicable

CPCCOHS1001A Work safely in the construction industry

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit of competency specifies the outcomes required to undertake Occupational Health and Safety (OHS) induction training within the construction industry. It requires the ability to demonstrate personal awareness of OHS legislative requirements, and the basic principles of risk management and prevention of injury and illness in the construction industry. Licensing requirements will apply to this unit of competency depending on the regulatory requirements of each jurisdiction.

Application of the Unit

Application of the unit	This unit of competency supports the attainment of the basic OHS knowledge required prior to undertaking designated work tasks within any of the sectors within the construction industry. The unit relates directly to the general induction training program specified by the National Code of Practice for Induction for Construction Work (ASCC 2007).

Licensing/Regulatory Information

Refer to Unit Descriptor

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 OHS legislative requirements.	1.1. Applicable OHS legislative requirements relevant to own work, role and responsibilities are identified and explained. 1.2. Duty of care requirements are identified. 1.3. Own responsibilities to comply with safe work practices are identified and explained.
2. Identify construction hazards and control measures.	2.1. Basic principles of risk management are identified. 2.2. Common construction hazards are identified and discussed. 2.3. Measures for controlling hazards and risks are identified.
3. Identify OHS communication and reporting processes.	3.1. OHS communication processes, information and documentation are identified and discussed. 3.2. Role of designated OHS personnel is identified and explained. 3.3. Safety signs and symbols are identified and explained. 3.4. Procedures and relevant authorities for reporting hazards, incidents and injuries are identified.
4. Identify OHS incident response procedures.	4.1. General procedures for responding to incidents and emergencies are identified and explained. 4.2. Procedures for accessing first aid are identified. 4.3. Requirements for the selection and use of relevant personal protective equipment are identified and demonstrated. 4.4. Fire safety equipment is identified and discussed.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
Required skills for this unit are: communication skills to: clarify OHS legislative requirements verbally report construction hazards and risks ask effective questions relay information to others discuss OHS issues and information comprehension skills to: explain the basic OHS legislative requirements which will be applicable to own work explain the meaning of safety signs and symbols identify common construction hazards discuss the basic principles of risk management.
Required knowledge
Required knowledge for this unit is: applicable Commonwealth, State or Territory OHS legislation, regulations, standards, codes of practice and industry standards/guidance notes relevant to own work, role and responsibilities basic principles of risk management and assessment for construction work common construction hazards common construction safety signage and its meanings general construction emergency response and evacuation procedures general construction work activities that require licenses, tickets or certificates of competency general first aid response requirements general procedures for raising OHS issues general procedures for reporting OHS hazards, accidents, incidents, emergencies, injuries, near misses and dangerous occurrences general procedures for responding to hazards, incidents and injuries general workers' compensation and injury management requirements OHS hierarchy of controls OHS responsibilities and rights of duty holders, including: persons in control of construction work/projects employers and self-employed persons supervisors employees designers inspectors manufacturers and suppliers own responsibilities to comply with safe work practices relating to: housekeeping identification of hazards preventing bullying or harassment smoking use of amenities use of drugs and alcohol role of OHS committees and representatives types of common personal protective equipment and fire safety equipment types of OHS information and documentation.

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 must confirm personal awareness of the following: applicable OHS legislative and safety requirements for construction work including duty of care the range of common construction hazards and procedures for the assessment of risk and application of the hierarchy of control OHS communication processes, information and documentation including the role of OHS committees and representatives, the meaning of common safety signs and symbols, and procedures for reporting hazards, incidents and injuries general procedures for responding to incidents and emergencies including evacuation, first aid, fire safety equipment and PPE.
Context of and specific resources for assessment	Resources must be available to support the program including participant materials and other information or equipment related to the skills and knowledge covered by the program. It is recommended that the assessment tool designed specifically to support this unit of competency will provide consistency in assessment outcomes. Where applicable, physical resources should include equipment modified for people with disabilities Access must be provided to appropriate assessment support when required. Assessment processes and techniques must be culturally appropriate, and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed In all cases where practical assessment is used it will be combined with targeted questioning to assess the underpinning knowledge. Questioning will be undertaken in such a manner as is appropriate to the oracy, language and literacy levels of the operator, any cultural issues that may affect responses to the questions, and reflecting the requirements of the competency and the work being performed.
Method of assessment	Assessment methods may include more than one of the following: practical assessment oral questioning written test work-based activities simulated project based activity

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.
OHS legislative requirements relate to:	Australian standards construction industry OHS standards and guidelines duty of care health and safety representatives, committees and supervisors licences, tickets or certificates of competency National Code of Practice for Induction Training for Construction Work national safety standards OHS and welfare Acts and regulations safety codes of practice.
Duty of care requirements relate to:	legal responsibility under duty of care to do everything reasonably practicable to protect others from harm own responsibilities to comply with safe work practices, including activities that require licences, tickets or certificates of competency relevant state OHS requirements, including employers and self-employed persons, persons in control of the work site, construction supervisors, designers, manufacturers and suppliers, construction workers, subcontractors and inspectors.
Safe work practices include:	access to site amenities, such as drinking water and toilets general requirements for safe use of plant and equipment general requirements for use of personal protective equipment and clothing housekeeping to ensure a clean, tidy and safer work area no drugs and alcohol at work preventing bullying and harassment smoking in designated areas storage and removal of debris.
Risk relates to:	likelihood of a hazard causing injury or harm.
Principles of risk management include:	assessing the risks involved consulting and reporting ensuring the involvement of relevant workers controlling the hazard identifying hazards reviewing to identify change or improvement.
Hazard relates to:	any thing (including an intrinsic property of a thing) or situation with the potential to cause injury or harm.
Common construction hazards include:	confined spaces electrical safety excavations, including trenches falling objects hazardous substances and dangerous goods HIV and other infectious diseases hot and cold working environments manual handling noise plant and equipment traffic and mobile plant unplanned collapse ultraviolet (UV) radiation working at heights.
Measures for controlling risk to eliminate or minimise hazards in accordance with the hierarchy of control include:	elimination substitution isolation engineering control administrative control personal protective equipment.
OHS communication processes include:	discussions with OHS representatives OHS meetings OHS notices, newsletters, bulletins and correspondence OHS participative arrangements processes for raising OHS issues toolbox talks workplace consultation relating to OHS issues and changes.
OHS information and documentation includes:	accident and incident reports Acts and regulations Australian standards codes of practice construction documentation and plans emergency information contact evacuation plans guidance notes job safety analyses labels material safety data sheets (MSDS) proformas for reporting hazards, incidents and injuries reports of near misses and dangerous occurrences risk assessments safe work method statements safety meeting minutes site safety inspection reports.
Designated OHS personnel includes:	first aid officers OHS committee members OHS representatives supervisors.
Safety signs and symbols include:	emergency information signs (e.g. exits, equipment and first aid) fire signs (e.g. location of fire alarms and firefighting equipment) hazard signs (e.g. danger and warning) regulatory signs (e.g. prohibition, mandatory and limitation or restriction) safety tags and lockout (e.g. danger tags, out of service tags).
Relevant authorities include:	emergency services (e.g. police, ambulance, fire brigade and emergency rescue) OHS regulatory authority supervisor.
Incidents include:	accidents resulting in personal injury or damage to property near misses or dangerous occurrences which do not cause injury but may pose an immediate and significant risk to persons or property, and need to be reported so that action can be taken to prevent recurrence, for example: breathing apparatus malfunctioning to the extent that the user's health is in danger collapse of the floor, wall or ceiling of a building being used as a workplace collapse or failure of an excavation more than 1.5 metres deep (including any shoring) collapse or partial collapse of a building or structure collapse, overturning or failure of the load bearing of any scaffolding, lift, crane, hoist or mine-winding equipment damage to or malfunction of any other major plant electric shock. electrical short circuit, malfunction or explosion uncontrolled explosion, fire or escape of gas, hazardous substance or steam any other unintended or uncontrolled incident or event arising from operations carried on at a workplace.
General procedures for responding to incidents and emergencies include:	basic emergency response (keep calm, raise alarm, obtain help) evacuation notification of designated OHS personnel and authorities notification of emergency services (e.g. when and how) referring to site emergency plans and documentation.
Emergencies include:	chemical spill fire injury to personnel structural collapse toxic and/or flammable vapours emission vehicle/mobile plant accident.
Personal protective equipment includes:	aprons arm guards eye protection gloves hard hat hearing protection high visibility retro reflective vests protective, well fitting clothing respiratory protection safety footwear UV protective clothing and sunscreen.
Fire safety equipment includes:	breathing apparatus fire blankets firefighting equipment.

Unit Sector(s)

Unit sector	Construction

Co-requisite units

Co-requisite units	Nil

Functional area

Functional area

CUFRES401A Conduct research

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to conduct research in response to a brief. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	People responsible for undertaking research in any industry context apply the skills and knowledge described in this unit. They may be full-time research officers or those for whom research forms part of their job. Alternatively, they may provide research services on a contract basis. Research briefs can cover any topic and research may be undertaken over short or long periods, depending on the complexity of the brief. Even though people at this level work with a fair degree of autonomy, they report to a manager or client. Skills associated with writing reports are covered in: BSBWRT401A Write complex documents.

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 research brief	1. Confirm topic or content to be researched with relevant personnel, including deadlines for completion 2. Identify research and data gathering techniques that best meet the requirements of the brief 3. Discuss research ideas fully and constructively with relevant personnel and identify any implications for research briefs 4. Reach agreement with relevant personnel on the format for presenting research findings 5. Identify issues of a culturally sensitive or legal nature that affect research briefs 6. Alert relevant personnel to potential difficulties in meeting briefs and agree on alternative strategies or outcomes 7. Where specialist research expertise is required, identify potential subcontractors and organise subcontract arrangements in consultation with relevant personnel
Conduct research	8. Identify sources of information and potential contributors relevant to research briefs 9. Design research tools as required 10. Contact a sufficiently wide range of valid sources to optimise information gathering in line with research briefs and agreed methodology 11. Approach relevant sources promptly and in a way most likely to elicit the required information 12. Adjust research strategies as required, without compromising required outcomes 13. Maintain accurate and comprehensive details of information sources 14. Adjust contact information when requirements of research briefs change and keep records up to date 15. Record all data gathered in a system that allows easy access and retrieval of information in the analysis phase
Analyse research findings	16. Analyse and interpret data or information gathered 17. Check all facts before including them in research findings 18. Make judgements about how much information to include in research findings and be clear on the rationale for doing so 19. Develop conclusions and recommendations as required in consultation with relevant personnel
Present research findings	20. Organise information logically and clearly in the agreed format 21. Present information to relevant personnel by agreed deadlines 22. Identify key issues for further research or discussion with relevant personnel 23. Seek feedback on the quality of research outcomes and note areas for improvement

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication and teamwork skills sufficient to: present information and research findings in a way that is easily understood by others use industry and community networks as sources of information negotiate changes to research briefs participate in and act on feedback sessions with colleagues initiative and flexibility sufficient to: follow new leads in the course of research activities respond to difficulties encountered during the course of research activities planning and writing skills sufficient to: organise information logically in line with its intended purpose document research findings clearly and concisely analytical and literacy skills sufficient to interpret and summarise information and research findings self-management skills sufficient to work under pressure and meet deadlines
Required knowledge
effective communication techniques, including effective listening, questioning and non-verbal cues legal issues that affect research activities, e.g. copyright, intellectual property and privacy legislation reliable sources of advice on legal issues features of commonly used quantitative and qualitative research methodologies protocols to be observed when collecting information of a culturally sensitive nature 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: ability to clarify research briefs ability to gather reliable and valid information from a range of sources in response to research briefs research findings on a range of topics presented in an appropriate format by agreed deadlines collaborative approach to work.
Context of and specific resources for assessment	Assessment must ensure: access to a computer and the internet access to a range of information sources as listed in the range statement 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 research findings prepared 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 and to discuss candidate's approach to conducting research.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBWRT401A Write complex documents CUFPPM401A Produce programs and program segments.

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:	clients designers directors industry organisations managers producers specialist subcontractors supervisors.
Research and data gathering techniques may include:	qualitative, e.g. focus groups or interviews with key people quantitative, e.g. mail or telephone surveys based on a statistically reliable random sample.
Formats for presenting research findings may include:	audio and visual presentations interactive media presentations verbal briefings or presentations written reports.
Issues of a legal nature may include:	contempt of court copyright defamation intellectual property obscenity privacy legislation racial vilification.
Sources of information may include:	archives community organisations government departments industry and trade journals internet libraries, including text, film, video, sound and graphic market research companies media, including television, radio and print museums and galleries organisational policies, procedures and journals personal observations and experience print and online standard references, such as: atlases dictionaries of biography encyclopaedias year books and almanacs directories of people and associations telephone directories professional and industry organisations technical publications and manuals.
Research tools may include:	questions for personal interviews or focus groups surveys, e.g. print, online or telephone.
Systems may include:	electronic, e.g. databases, spreadsheets and statistical software applications manual, e.g. card index file.

Unit Sector(s)

Unit sector

Competency field

Competency field	Knowledge management - research

Co-requisite units

Co-requisite units

CULATS501A Work with Aboriginal and Torres Strait Islander cultural material

Modification History

Release	Comments
Release 1	This unit of competency first released with CUL11 Library, Information and Cultural Services Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to work with Aboriginal and Torres Strait Islander cultural material in a culturally appropriate manner.

Application of the Unit

This unit applies particularly to Aboriginal and Torres Strait Islander people and focuses on the specific cultural and consultative requirements for sourcing, handling, interpreting and exhibiting Aboriginal or Torres Strait Islander cultural material.

The cultural knowledge necessary to achieve competency in this unit may only be accessible to Aboriginal or Torres Strait Islander people. This unit also reflects that there is no single Aboriginal or Torres Strait Islander culture.

The unit deals with complex and interrelated elements of Aboriginal and Torres Strait Islander cultures, which are the cultural and intellectual properties of specific communities across the continent and islands of Australia. These may only be interpreted by appropriate persons, for example those recognised by the local Aboriginal or Torres Strait Islander community as an Elder or custodian of local cultural knowledge.

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. Source Aboriginal or Torres Strait Islander cultural material	1.1 Identify and locate cultural material that may be appropriate for exhibition or display in museum collections 1.2 Confirm traditional ownership of cultural material and consult with appropriate communities 1.3 Consult with traditional custodians to determine suitable keeping place for materials not authorised for general exhibition 1.4 Negotiate permission and advice for the use of cultural material according to cultural protocols 1.5 Complete records according to cultural protocols 1.6 Research issues and protocols in relation to the return of cultural material to local Aboriginal or Torres Strait Islander communities
2. Handle Aboriginal or Torres Strait Islander cultural material	2.1 Describe, move, store, maintain and return cultural material according to cultural requirements 2.2 Note aspects of objects that need repair or attention and take action within scope of own job role or refer to relevant personnel as required 2.3 Communicate specific cultural requirements to colleagues
3. Prepare Aboriginal or Torres Strait Islander cultural material for exhibition	3.1 Consult with custodians to determine culturally appropriate approaches to promote, exhibit and display material, and limitations to mode of exhibit 3.2 Develop culturally appropriate interpretive approaches 3.3 Develop exhibition support materials that take account of cultural protocols in consultation with custodians 3.4 Communicate requirements for exhibition of cultural material to colleagues

Required Skills and Knowledge

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

Required skills

communication and teamwork skills to:

liaise and consult with community members and custodians in a culturally sensitive manner

share information with colleagues

cultural sensitivity skills to be:

sensitive to cultural issues

respectful of different cultural practices

initiative and enterprise skills to develop:

culturally appropriate ways of displaying materials

interpretive approaches that showcase objects in a culturally respectful way

literacy skills to:

describe cultural material

develop agreements

complete organisational records

planning and organising skills to undertake activities in preparation for exhibitions in a logical and efficient manner

problem-solving skills to determine traditional ownership

research skills to source material for the collection

technical skills to move, store and maintain cultural material.

Required knowledge

scope of Aboriginal or Torres Strait Islander cultural material appropriate for exhibition or display

appropriate keeping places for cultural material not suitable/forbidden for exhibition or display

issues and protocols relating to the return of cultural material to Aboriginal or Torres Strait Islander communities

copyright, moral rights and intellectual property issues and legislation with particular reference to Aboriginal or Torres Strait Islander cultural material

sources of support for the development of Aboriginal and Torres Strait Islander collections

current conventions of collection management, including appropriate consultations and respect for traditional custodianship when working with Aboriginal or Torres Strait Islander cultural material, including non-western concepts of collecting

cultural protocols and appropriate consultations for the identification, movement, storage, maintenance and exhibition of cultural material in the relevant community context

current industry policy on the acquisition and management of Aboriginal and Torres Strait Islander cultural material.

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: apply knowledge of cultural protocols and practices when working with Aboriginal or Torres Strait Islander cultural material consult with Aboriginal or Torres Strait Islander people about the display of cultural material observe cultural protocols when moving, storing, displaying, maintaining and returning cultural material.
Context of and specific resources for assessment	Assessment must ensure: involvement in the assessment process of persons approved of by Elders, appropriate persons or custodians of the relevant Aboriginal or Torres Strait Islander community access to: Aboriginal or Torres Strait Islander cultural material or information on material when access is not available information about cultural protocols.
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 a project undertaken by the candidate to develop and exhibit a collection within an Aboriginal or Torres Strait Islander community evaluation of a project undertaken by the candidate to research and document the cultural significance of particular cultural materials verbal or written questioning to assess knowledge of appropriate protocols and consultation processes. Assessment methods should closely reflect workplace demands and the needs of particular client groups (consider the requirements of different age groups, clients with English as a second language, clients with disabilities, remote library users, etc.).
Guidance information for assessment	Any organisation or individual planning to train or assess this unit would be expected to work in a culturally appropriate manner with the appropriate Aboriginal or Torres Strait Islander community, for example through the establishment of a local Aboriginal or Torres Strait Islander reference group. In particular, it is vital to ensure respectful integration of local cultural knowledge or protocols that will inform the implementation of the unit. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CULEVP402A Design and develop interpretive displays.

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.

Cultural material is defined as objects, collections, artworks, specimens, structures or sites, and includes:	archaeological material books and manuscripts cultural sites and buildings ethnographic material film and audiovisual material flora and fauna furniture photographs technological and industry items textiles works on paper and canvas.
Museum collections may relate to:	art aspects of the natural environment ceremony, such as: dance music cultural heritage heritage resources history living styles materials with a cultural or spiritual significance plants and animals science.
Cultural protocols may relate to:	acknowledging participation and ownership awareness of occasions when consultation is required communicating about cultural material displaying cultural material handling cultural material identifying appropriate people to be consulted storing cultural material ways in which consultations should be conducted.
Issues and protocols may relate to:	how and where to return cultural material identification and representation of recipients and custodians local consultations and agreements on return of material negotiation with current holders of material return of human skeletal remains where a specific set of cultural consultations and requirements must be observed.
Cultural requirements may relate to:	access to material and associated research storage of material process for transporting the material use of equipment or tools who can describe or handle material who can view material.
Limitations may relate to:	access issues, such as: men’s business sacred material secret material women’s business consultation with and involvement of appropriate Aboriginal and Torres Strait Islander community members descriptive or explanatory writing fragility of material identification process interpretation method.
Interpretive approaches may relate to:	Aboriginal or Torres Strait Islander community wishes for the way material should be interpreted consultation with and involvement of appropriate Aboriginal or Torres Strait Islander community members knowledge of existing collections.
Exhibition support materials may include:	advertising materials approvals and permissions interpretive documents merchandising online information photographs publications.
Requirements for exhibition may relate to:	access restrictions environmental requirements placement of items within collections restrictions on those able to interpret material for visitors special handling requirements and restrictions.

Unit Sector(s)

Cultural services - Aboriginal and Torres Strait Islander cultural heritage

CULCNM303A Move and store collection material

Modification History

Release	Comments
Release 1	This unit of competency first released with CUL11 Library, Information and Cultural Services Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to handle, pack and unpack collection material for movement and storage.

Application of the Unit

This unit applies to individuals who require knowledge of techniques and materials that may be used to handle, move and store different types of collection material.

Work would generally be undertaken under supervision, within established 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

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. Determine movement and storage requirements	1.1 Assess documentation to determine scope of work required for movement and storage of collection material 1.2 Identify and confirm organisational procedures and guidelines and specific requirements with relevant personnel 1.3 Assess collections to estimate projected current and future storage requirements with relevant personnel 1.4 Seek specialist advice or assistance where required
2. Pack and unpack collection material	2.1 Select appropriate packing materials, tools and equipment and use safely 2.2 Handle collection material safely and in a manner that maintains integrity of collection material 2.3 Observe conservation and sustainability principles in use of packaging materials 2.4 Label packaging to facilitate easy identification by others during transportation and within storage facilities 2.5 Recycle and dispose of waste responsibly
3. Move collection material	3.1 Select appropriate handling and moving equipment, and use safely 3.2 Handle collection material in a manner that protects individual items and assists efficient loading and unloading processes 3.3 Identify hazardous items and load them in a manner that minimises health and safety risk 3.4 Inspect load prior to transportation to ensure that items are loaded and secured appropriately, and make adjustments as required 3.5 Prepare transportation documentation
4. Arrange collection material and update records	4.1 Install, position or store collection material as required 4.2 Clear and clean work areas according to organisational procedures 4.3 Refer problems to relevant personnel as required 4.4 Update existing movement and storage records and prepare new records as required 4.5 Store records according to organisational policies and procedures

Required Skills and Knowledge

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

Required skills

communication skills to:

make arrangements with stakeholders, transport personnel and customs agents

refer problems to relevant personnel

learning skills to seek expert advice

literacy skills to:

read and complete documentation

read and interpret procedures and specific requirements for movement and storage

numeracy skills to:

count items

estimate storage requirements

calculate and check costs

take basic measurements

planning and organising skills to:

pack and unpack collection material in a logical order

select appropriate transportation and packing methods and storage techniques to maintain the integrity of collection material

safety awareness skills to:

handle collection material safely

use transport equipment and packaging materials safely

minimise hazards

self-management skills to:

prioritise work tasks and meet deadlines

follow workplace procedures.

Required knowledge

basic conservation issues to be considered when moving or storing collection material

cultural protocols to be observed for different types of material, including those for Aboriginal or Torres Strait Islander material

differences in approach for short and long-term movement and storage

organisational procedures and guidelines relating to:

storage and transport documentation and records

use of materials, tools and equipment, including labelling

material handling and work health and safety (WHS) procedures and requirements

packing and storage techniques for different types of collection material

record-keeping procedures for collection movement and storage

safe work and manual-handling procedures

security issues to be considered when moving or storing collection material

sources of specialist advice for moving or storing collection material.

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: handle, move and store collection items using appropriate tools, equipment, techniques and organisational procedures use safe work practices.
Context of and specific resources for assessment	Assessment must ensure access to: a collection materials, tools and equipment for packing, moving and storing collection items organisational procedures specialist advisers.
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: portfolios of evidence and third-party workplace reports of on-the-job performance direct observation of the candidate handling, packing and unpacking collection material inspection of items packed, unpacked or stored by the candidate inspection of documentation and records completed by the candidate verbal or written questioning to assess knowledge of handling and packing techniques for different types of collection material and safety requirements. Assessment methods should closely reflect workplace demands and the needs of particular client groups (consider the requirements of different age groups, clients with English as a second language, clients with disabilities, remote library users, etc.).
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CULCNM201A Monitor collections for changes in condition.

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.

Documentation may include:	collection records facilities reports lending or borrowing documentation storage details transportation documentation work instructions.
Movement and storage may be:	externally internally (within organisation or same building) short and long distance short and long-term storage.
Collection material is defined as objects, collections, artworks, specimens, structures or sites, and includes:	archaeological material books and manuscripts digital media ethnographic material film and audiovisual material flora and fauna furniture photographs technological or industry items textiles works on paper and canvas.
Organisational procedures and guidelines may relate to:	cleaning conservation environment handling methods national and international standards for moving and storing materials purchasing security storage arrangements storage of packaging materials waste disposal.
Specific requirements may relate to:	additional protection cultural protocols, including Indigenous protocols de-acclimatisation periods for sensitive items environmentally controlled packaging object moving equipment object support systems for moving or transfer preventive pest management processes use or non-use of certain items.
Relevant personnel may include:	couriers destination personnel owners of collection material specialist advisers store staff transportation personnel.
Packaging materials, tools and equipment may include:	acid-free interleaving or wrapping CD and DVD cases containers coverings cushioning material enclosures folders gloves negative sleeves packing/cotton tape and dispenser protective enclosures, such as: boxes canisters crates tubing protective wrapping, such as: bubble wrap cardboard foam packaging scissors trolleys trucks tools, such as: hammers screw drivers utility knives.
Transportation may be by:	air box bus hand rail road sea trolley.
Transportation documentation may include:	cart notes pro-forma.
Records may be:	asset register bar coding digital documentation reports.

Unit Sector(s)

Cultural services - Collection management

CULCNM501A Assess the significance of collections

Modification History

Release	Comments
Release 1	This unit of competency first released with CUL11 Library, Information and Cultural Services Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to complete significance assessments for entire collections, or collections within a larger collection. Value, meaning and history attached to individual objects or collections as a whole are some of the criteria applied to determine significance.

Application of the Unit

This unit applies to collecting organisations that make reasoned judgements and sound decisions when undertaking significance assessments that assist in the process of managing collections.

In larger organisations, specialised curatorial staff may undertake this role. In smaller organisations, the role may be undertaken by individuals with broader management responsibilities, by committees and boards of management, or combinations of different personnel.

Work is undertaken autonomously, according to established procedures but in consultation with stakeholders.

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. Prepare to assess the significance of collections	1.1 Determine purpose for undertaking significance assessment 1.2 Identify organisational policies that relate to significance assessment 1.3 Identify collections to be assessed 1.4 In consultation with colleagues, identify factors that may impact on the assessment and take these into account when planning work
2. Apply assessment methodology	2.1 Research the history and wider context of collections using sources of information 2.2 Review the scope and themes of collection and compare to organisational mission, purpose and key themes 2.3 Consult with relevant personnel to determine the social value of collection 2.4 Analyse and describe the condition of collection
3. Develop statements of significance	3.1 Identify and compare collection with similar collections 3.2 Assess significance against primary and comparative criteria 3.3 Write statements of significance that describe the value and meaning of collection 3.4 Seek feedback from colleagues on statement of significance 3.5 Enter significance assessment into organisational records
4. Review assessments of collections	4.1 Reassess significance of collection 4.2 Update statement of significance to reflect reassessment 4.3 Amend organisational records 4.4 Prepare recommendations for further action as required

Required Skills and Knowledge

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

Required skills

communication skills to:

consult with relevant personnel regarding the provenance of objects in collections

initiate discussions in the workplace and in the wider community about the significance of collections

initiative and enterprise skills to identify comparative examples of collections

learning skills to seek assistance from technical specialists

literacy skills to:

take notes

read and interpret information

prepare statements of significance

planning and organising skills to:

sort information and sources

establish timelines for significance assessments

problem-solving skills to:

identify information useful in determining the significance of collections

verify information sources

research skills to:

access and interrogate sources of information to determine the significance of collections

research history and provenance information

self-management skills to:

follow workplace procedures

prioritise work tasks and meet deadlines

teamwork skills to:

respond appropriately to feedback from others on information presented in formal and informal discussions

work collaboratively with others.

Required knowledge

organisational strengths, goals, policies and strategies in relation to collection management

collection management policies

primary and comparative criteria

process to access technical specialists

sources of information relating to assessing the significance of collections

significance assessment methodology.

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: apply knowledge about undertaking a significance assessment of collections consult effectively with relevant people about the significance of collections complete a significance assessment for a collection.
Context of and specific resources for assessment	Assessment must ensure access to: information sources collections, or a subset of a collection in situ organisational policies and procedures related to significance assessments.
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 onthejob performance application of the significance assessment process to collections verbal or written questioning to assess knowledge of significance assessment of collections review of a statement of significance responses to a case study. Assessment methods should closely reflect workplace demands and the needs of particular client groups (consider the requirements of different age groups, clients with English as a second language, clients with disabilities, remote library users, etc.).
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CULCNM503A Manage the development of collections.

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.

Purpose might include:	deaccession objects from collections establishing provenance of collections guiding collection strategies and policies guiding and supporting acquisition decisions guiding conservation policies and treatment informing strategic planning supporting funding applications taking stock of collections.
History may relate to:	published histories role of former directors, curators and scientists in developing collections significant gifts, acquisitions, buildings and renovations.
Wider context of collections relates to:	buildings in which collections are housed environment and use historical context in communities items to be accessioned period when collections were developed.
Sources of information may include:	Australian War Memorial database of Collections Australia Network (CAN) collections Heritage Collections Council, Commonwealth of Australia historical societies Museums Australia National Archives of Australia online collections database of National Museum of Australia national, state and local government public records online databases organisational policies and procedures Picture Australia Powerhouse Museum.
Consult may relate to:	community values important items or themes for communities people to whom collections are important role organisations play in communities.
Relevant personnel may include:	associations or trades donors ethnic communities office bearers owners special interest community associations technical specialists users volunteers.
Similar collections may relate to:	size subject type.
Primary criteria may relate to:	aesthetic considerations, such as: balance colour design or technical excellence form harmony and beauty originality or innovation in design or execution skill in quality of workmanship or execution historical considerations, such as association with: event or activity person place process theme scientific or research significance, such as: collection history documented context social or spiritual significance, such as: association with communities public display.
Comparative criteria may relate to:	condition, intactness or integrity, such as: alterations disturbed or altered components or composition evidence of use missing components original or copy repairs still working unrestored unusually good condition for its type interpretive potential of contribution to collections and museum provenance, including: place of origin where and how objects were used who owned, used or made objects rarity, including: distinguishing qualities uniqueness unusualness representativeness, such as: good example of its type typical or characteristic of material, style or design.
Statements of significance may provide:	a brief, considered assessment of the values, meaning and importance of objects a collection of knowledge and ideas about objects a summary of the process of investigation and assessment benchmarks for future use communication of values for interpretive programs images of collections being assessed and other comparative collections record of the crucial provenance details and association of objects summary of the meaning and importance of objects.
Records may include:	catalogues objects online records.
Reassess may relate to:	changes in organisational strategy changes in collection policy new information.

Unit Sector(s)

Cultural services - Collection management

CULCNM503A Manage the development of collections

Modification History

Release	Comments
Release 1	This unit of competency first released with CUL11 Library, Information and Cultural Services Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to determine collection needs and to accession and deaccession collection material.

Application of the Unit

This unit applies to individuals who apply judgement and specialised knowledge in relation to the assessment of collection needs for accessioning and deaccessioning collection material, galleries and collecting bodies.

In larger organisations, specialised curatorial staff may undertake this role. In smaller organisations, the role may be undertaken by individuals with broader management responsibilities, by committees and boards of management, or combinations of different personnel.

Work is undertaken autonomously but in consultation with stakeholders.

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. Determine collection needs	1.1 Review collection material against organisational objectives and collection requirements 1.2 Determine priorities in consultation with key stakeholders
2. Assess collection material to be accessioned	2.1 Use options to identify material that could be accessioned to meet collection needs 2.2 Assess key internal and external factors that impact on options 2.3 Obtain expert advice on material and its relevance to collections 2.4 Assess potential material for significance and relevance to collections according to organisational collection management policies 2.5 Examine records to establish provenance and confirm significance 2.6 Identify resources required for accessioning collection material 2.7 Develop recommendations for accessioning collection material according to collection needs
3. Coordinate accessioning of collection material	3.1 Seek approval for accessioning collection material 3.2 Establish clear conditions for accessioning collection material according to organisational procedures and guidelines 3.3 Organise appropriate resources to accession collection material according to approval and conditions 3.4 Comply with legal, ethical and financial requirements and cultural protocols in the accession process 3.5 Negotiate terms and organise transfer of rights according to organisational procedures 3.6 Document agreements and terms according to organisational procedures and guidelines
4. Coordinate deaccessioning of collection material	4.1 Identify material to be deaccessioned from collections 4.2 Consult with experts on the material to determine the impact of deaccessioning on the collection 4.3 Select options to deaccession material 4.4 Develop and implement recommendations for deaccessioning collection material according to organisational policies and strategies

Required Skills and Knowledge

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

Required skills

analytical skills to interpret and link strategies to collection needs and priorities

communication skills to:

consult with a broad range of internal and external stakeholders

negotiate terms and conditions for accessioning and deaccessioning collection material

seek and interpret expert advice

literacy skills to:

develop written agreements

interpret procedures

review and apply terms and conditions

numeracy skills to:

assess and manage costs

interpret and apply budgets

planning and organising skills to coordinate interrelated aspects of accessioning and deaccessioning collection material

problem-solving skills to anticipate and mitigate problems and risks associated with developing collections

self-management skills to:

prioritise work tasks and meet deadlines

follow workplace procedures and guidelines

teamwork skills to work collaboratively with others in developing collections

technical skills to:

use record-keeping systems

undertake research related to the development of collections.

Required knowledge

organisational procedures and guidelines regarding managing specific items and whole collections

subject matter expertise, including curatorial and conservation

sources for accessioning and deaccessioning options

information regarding comparable collections and their importance

legal, ethical and financial requirements for accessioning and deaccessioning

cultural protocols that impact on accessioning and deaccessioning of cultural material, including those for Aboriginal or Torres Strait Islander material

protocols in relation to collection management

security issues associated with collection material.

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: make and justify decisions regarding accessioning and deaccessioning collection material to meet collection needs apply organisational procedures and guidelines in managing the development of collections negotiate and document processes and agreements in relation to collection material.
Context of and specific resources for assessment	Assessment must ensure: access to: an established or proposed collection as the basis of decision making organisational objectives, procedures and guidelines engagement with others to reflect the communication and negotiation aspects of the unit.
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 candidate’s ability to develop recommendations for the development of collections evaluation of records and documentation verbal of written questioning to assess knowledge of organisational procedures and policies for the development of collections case study on addressing a collection need. Assessment methods should closely reflect workplace demands and the needs of particular client groups (consider the requirements of different age groups, clients with English as a second language, clients with disabilities, remote library users, etc.).
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CULCNM502A Manage lending and borrowing processes for collections.

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.

Collection material is defined as objects, collections, artworks, specimens, structures or sites, and includes:	archaeological material books and manuscripts cultural sites and buildings ethnographic material film and audiovisual material flora and fauna furniture photographs technological and industry items textiles works on paper and canvas.
Organisational objectives may relate to:	comprehensiveness of collections future direction of the organisation marketing initiatives relationship between collection and site resource constraints special exhibition needs strategic plan visitor needs and trends.
Collection requirements may relate to:	addressing cultural or moral issues complying with a will, statute or other legal requirement improving or rationalising collections meeting the request of an organisation or person mounting an exhibition rationalising loans.
Key stakeholders may include:	boards and committees commercial partners cultural groups local community members other cultural service organisations other management subject matter experts visitors.
Options may take place between or by means of:	auction bequest different sections of the same institution exchange gift institution and commercial enterprises institution and individuals or groups loan purchase tender transfer two institutions.
Key internal and external factors may relate to:	availability of expertise competitive environment economic considerations marketing considerations organisational priorities resource constraints social or political issues.
Collection management policies may include:	accession policy collection policy deaccession policy guidelines for review of policies, including who is authorised to review them and the scope and frequency of reviews limit of responsibility.
Resources may include:	conservation experts construction of new displays or other infrastructure finance financial advice funding and grants legal expertise replacement objects space special equipment and machinery storage materials and facilities subject matter experts transport valuation advice.
Organisational procedures and guidelines may relate to:	acquisitions borrowings disposal handling collection materials loans recordkeeping risk assessment.
Cultural protocols may relate to:	access display financial transactions obtaining permission special handling of items storage timing of acquisition or disposal.
Terms may relate to:	care copyright cost cultural considerations display duration environmental considerations ethical considerations insurance location recordkeeping security usage.

Unit Sector(s)

Cultural services - Collection management

CULCNM602A Develop and monitor procedures for the movement and storage of collection material

Modification History

Release	Comments
Release 1	This unit of competency first released with CUL11 Library, Information and Cultural Services Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to develop and monitor procedures for the movement and storage of collection material.

Application of the Unit

This unit applies to individuals responsible for the movement and storage of collection material. Depending on the size of the organisation, this role may be undertaken by collection management personnel, or by individuals with broader management responsibilities.

Work is undertaken autonomously within organisational guidelines, often as the leader of a 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

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. Establish procedures for handling, moving and storing collection material	1.1 Assess key information about collection material 1.2 Assess internal and external factors that impact on moving and storing collection material 1.3 Integrate current industry best practice into the development of procedures 1.4 Locate and consult with stakeholders on complex matters of movement and storage 1.5 Identify and address legal, insurance and other administrative requirements impacting on handling, moving and storing collection material 1.6 Identify and assess work health and safety issues and legislative requirements 1.7 Document procedures for moving and storing collection material
2. Manage operations	2.1 Organise and monitor movement and storage arrangements according to agreed procedures and work requirements 2.2 Check movement and storage of collection material against schedules and allocated budgets and take action to address problems 2.3 Evaluate information records to ensure completeness, currency, accuracy and compliance with legal, ethical and cultural constraints 2.4 Make adjustments and enhancements to record-keeping formats and systems based on ongoing review of records and feedback from users
3. Maintain procedures for moving and storing collection material	3.1 Consult with colleagues to obtain feedback on movement and storage procedures 3.2 Update procedures based on feedback and industry practice

Required Skills and Knowledge

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

Required skills

communication and teamwork skills to:

articulate concerns to colleagues

consult with work colleagues and other stakeholders on requirements and constraints for moving and storing collection material

initiative and enterprise skills to anticipate and address problems that might arise in the context of managing the movement and storage of collection material

learning skills to improve procedures based on continuous review of their effectiveness

literacy skills to:

develop procedures

interpret a wide range of information

present detailed procedures and systems clearly and concisely

numeracy skills to:

interpret and use budgets

work with numerical record-keeping systems

planning and organising skills to:

develop logical procedures

establish and implement a range of interrelated processes

research skills to:

identify legal, insurance and safety requirements

locate industry best practice

self-management skills to:

follow workplace procedures and systems

meet deadlines

prioritise tasks for self and others.

Required knowledge

copyright, moral rights and intellectual property legislation and issues that impact on moving and storing collection material

cultural protocols that affect the movement and storage of material, including those for Aboriginal or Torres Strait Islander material

legal and administrative requirements for moving and storing collection material

procedures and practices for the protection, transportation, storage and security of collection material

safety legislation and requirements that impact on moving and storing collection material

technical and conservation issues associated with moving and storing collection material.

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: develop procedures for moving and storing collection material implement and monitor procedures for moving and storing collection material integrate into procedures internal, external and technical issues that impact on the movement and storage of collection material.
Context of and specific resources for assessment	Assessment must ensure: involvement of and interaction with others to reflect consultation and team leadership assessment over a period of time to reflect the ongoing implementation and monitoring aspects of the unit access to: relevant policies and procedures manuals a collection for which procedures can be planned.
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 procedures developed by the candidate and the processes used evaluation of records verbal or written questioning to assess knowledge of technical and other considerations in the movement and storage of cultural material. Assessment methods should closely reflect workplace demands and the needs of particular client groups (consider the requirements of different age groups, clients with English as a second language, clients with disabilities, remote library users, etc.).
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CULCNM503A Manage the development of collections.

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 information may include:	climate condition of material cultural considerations dimensions intended use length and mode of journey nature of material ownership details planned duration of storage propensity for pest infestation type of storage facility weight.
Collection material is defined as objects, collections, artworks, specimens, structures or sites, and includes:	archaeological material books and manuscripts ethnographic material film and audiovisual material flora and fauna furniture photographs technological and industry items textiles works on paper and canvas.
Internal and external factors may include:	availability of specialist expertise cultural considerations future programs and events intentions and programs of other museums legal requirements organisational priorities resource constraints space constraints visitor trends.
Moving and storing may:	involve: short or long-term storage transferring material into an institution from an outside location transferring objects from within an institution to an outside location various forms of transport take place within a museum.
Procedures may relate to:	contingencies for potential hazards cultural protocols legal and financial requirements location and placement of cultural material at destination physical, environmental and security constraints of destination preferred suppliers protection and security of items protective materials and equipment record-keeping requirements safe health and manual-handling procedures suitable transfer methods transportation methods transportation routes.
Information records may include:	accession number accessories associated collection items condition dimensions exhibition and storage history history and provenance insurance details loan information location photographs images physical description previous conservation reports significance, such as: cultural historical scientific social technical source, such as: collector dealer donor maker original location special handling requirements weight.
Record-keeping formats may include:	computer-based film and video paper documents photographic sound recordings.

Unit Sector(s)

Cultural services - Collection management

CULEVP201A Assist with the presentation of public activities and events

Modification History

Release	Comments
Release 1	This unit of competency first released with CUL11 Library, Information and Cultural Services Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to complete a range of tasks associated with setting up and staging activities and events.

Application of the Unit

This unit applies to individuals who provide basic assistance at any type of event and work under direct supervision.

While this unit has particular application in the library, information and cultural sectors, it has relevance to events that take place across the spectrum of business and community activity.

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. Prepare for activities or events	1.1 Clarify and confirm with supervisor details of, and resources required for, activities and events 1.2 Confirm work plans and specific work requirements with supervisor 1.3 Organise required resources
2. Undertake on-site activities	2.1 Follow agreed work requirements in consultation with supervisor and work colleagues 2.2 Set up and maintain activities in agreement with work plan and requirements 2.3 Participate in the delivery of activities as required
3. Finalise on-site activities	3.1 Pack up and clean up materials and site following health, safety and security procedures 3.2 Identify problems promptly and resolve within scope of individual responsibility or refer to supervisor 3.3 Complete required documentation and submit to relevant personnel

Required Skills and Knowledge

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

Required skills

communication skills to liaise with colleagues and supervisors on routine work issues

literacy skills to read and interpret work instructions

organising skills to:

plan work tasks in a logical sequence

work efficiently

problem-solving skills to:

identify and resolve simple problems relating to activities and events

interpret work plans

self-management skills to:

follow work plans and meet deadlines

follow safety procedures

teamwork skills to work with others in setting up and cleaning up after public activities and events.

Required knowledge

components of different types of public activities and events

emergency procedures relevant to the work context

procedures and practices for the set-up and operation of public activities and events

recommended safe work practices relevant to public activities and events

roles and responsibilities of different personnel in the set-up and operation of public activities and events

security requirements relevant to public activities and events.

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: assist with the set-up, maintenance and clean-up of public activities and events complete tasks safely and follow work instructions resolve and refer problems as required.
Context of and specific resources for assessment	Assessment must ensure: interaction with others involved in public activities or events to reflect the communication aspects of the unit access to: a location in which events or activities take place an activity or event on which the candidate can work.
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 onthejob performance direct observation or verified evidence of the candidate completing tasks during the set-up or operation of an activity or event verbal or written questioning to assess knowledge of event components, typical procedures and safety issues. Assessment methods should closely reflect workplace demands and the needs of particular client groups (consider the requirements of different age groups, clients with English as a second language, clients with disabilities, remote library users, etc.).
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBOHS201A Participate in OHS processes.

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.

Details may relate to:	location responsibilities roles rosters schedules timelines.
Resources may include:	audiovisual equipment and recordings budget caterers catering supplies consumables, such as: environmentally friendly bags pens stickers furniture give-aways guest speakers lighting promotional or support materials, such as: activity sheets electronic presentations handouts posters props sample bags security space staffing transportation.
Activities and events may include:	ceremonies demonstrations displays excavations exhibitions festivals field trips guest speakers guided tours holiday or weekend activities industry activities, such as: book week library week outreach open days orientation performances, such as: craft demonstrations film music theatre workshops programs that promote reading and literature, such as: adult literacy story time school programs special occasions theme days training sessions visits by: artists authors curators performers.
Specific work requirements may relate to:	answering or making basic phone enquiries regarding activities and events assisting with booking accommodation and travel arrangements for guest speakers assisting with booking venues, rooms or taking bookings for attendance assisting with bumpin and bumpout assisting with catering assisting with furniture and equipment set-up assisting with set-up of displays customer service tasks developing or organising the printing of promotional or support materials greeting and directing attendees venue preparation.
Work colleagues may include:	administrative staff collection management staff curators directors education officers guides marketing staff peers producers security staff supervisors technical specialists, such as IT staff visiting presenters.
Documentation may include:	activity sheets attendance sheets basic timeline for preparations for activity or event checklists electronic and hard copy correspondence advising of upcoming events equipment lists incident reports list of required resources posters or other materials publicising activities and events running sheets simple written report summarising preparations, plans and delivery of activities and events.

Unit Sector(s)

Cultural services - Exhibitions and visitor programs

CULEVP202A Provide visitors with venue information and assistance

Modification History

Release	Comments
Release 1	This unit of competency first released with CUL11 Library, Information and Cultural Services Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to provide visitors with a range of information in different formats about venue facilities and services, as well as with assistance with equipment and facilities.

Application of the Unit

This unit applies to those working or seeking to work in frontline customer service roles in venues open to the public, including cultural, tourism, hospitality and entertainment venues.

Provision of information is often face-to-face but may be by telephone or other remote mechanisms.

Customer service personnel working under supervision undertake this role, but the unit is also relevant to those working in operational roles where customer service may not be the main focus of work (e.g. animal handlers in zoos, and collection management or administrative staff in museums).

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. Access and update information	1.1 Source and access information on facilities and services available within the organisation 1.2 Share information with colleagues 1.3 Identify and use opportunities to update and maintain facility and service knowledge
2. Provide customer service	2.1 Incorporate information into day-to-day contact with visitors, including visitors with specific needs 2.2 Provide information and assistance in a courteous, culturally appropriate and timely manner 2.3 Demonstrate and instruct visitors in the use of equipment and facilities or refer to appropriate colleagues 2.4 Refer complex enquiries to colleagues, other areas of the organisation, or to external organisations
3. Collect feedback on services	3.1 Seek feedback on services from visitors 3.2 Observe visitor behaviour to inform organisational evaluation processes 3.3 Use formal evaluation mechanisms according to organisational procedures 3.4 Provide information on visitor feedback to appropriate colleagues

Required Skills and Knowledge

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

Required skills

communication skills to:

collect feedback from visitors

demonstrate and instruct visitors on use of equipment

promote internal products and services

provide information to meet visitor needs

share information with colleagues

initiative and enterprise skills to multi-task and respond effectively to a range of different situations and enquiries

interpersonal skills to:

interact in a courteous and friendly manner with visitors

sensitively assist visitors with specific needs

literacy skills to read and interpret venue information and promotional material

research skills to source information

self-management skills to:

act in a professional manner

follow organisational procedures

technical skills to use business technology.

Required knowledge

commonly used information systems within organisations

facilities, services and procedures for those with specific needs

organisation’s general services, as well as ancillary and temporary services, such as:

parking

programs

retail outlets

temporary exhibitions

organisational procedures and practices relating to the provision of services and information

safety and emergency procedures for visitors, colleagues and self

sources of information on an organisation’s services and facilities

visitor service standards within the organisation.

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: source information on services and facilities communicate information and assist visitors in a friendly, timely and culturally appropriate manner respond effectively to multiple requests in a range of visitor situations.
Context of and specific resources for assessment	Assessment must ensure: interaction with others to reflect the customer service and communication skills in this unit access to typical information storage systems.
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 direct observation of the candidate providing information and assistance to visitors, including those with special needs evaluation of responses prepared by the candidate to meet a range of different information needs verbal or written questioning to assess knowledge of facilities and services. Assessment methods should closely reflect workplace demands and the needs of particular client groups (consider the requirements of different age groups, clients with English as a second language, clients with disabilities, remote library users, etc.).
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBCUS201A Deliver a service to customers.

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.

Information on facilities and services may relate to:	access audio tours car parking cloaking directions guided tours internal products and services location of facilities opening hours organisation service standards pricing retail, food and beverage services special activities special instructions relating to use of facilities, such as wearing covered shoes ticket sales venue hire and functions.
Opportunities to update and maintain facility and service knowledge may relate to:	discussions with colleagues internal newsletters launches leaflets and brochures staff noticeboards team meetings workshops.
Information may be provided:	by mail by phone electronically face-to-face.
Visitors may include:	affiliated and special interest groups domestic and international tourists individuals or groups special needs groups sponsors and donors the general community users of the organisation’s services.
Visitors with specific needs may include:	aged people first-time visitors parents with young children people with disabilities people with special cultural needs school groups unaccompanied children.
Feedback may be obtained through:	informal contact and discussion with visitors interviews observation of visitor behaviour surveys.

Unit Sector(s)

Cultural services - Exhibitions and visitor programs

CULEVP403A Install and dismantle exhibition elements

Modification History

Release	Comments
Release 1	This unit of competency first released with CUL11 Library, Information and Cultural Services Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to install and dismantle the physical elements of exhibitions.

Application of the Unit

This unit has broad application to exhibition venue staff or independent exhibition contractors.

Work is undertaken under general guidance and supervision, and with established exhibition plans and procedures.

Exhibitions are staged in many different contexts in both business and community environments.

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. Confirm exhibition specifications	1.1 Review exhibition documentation and confirm requirements with relevant personnel 1.2 Identify materials, equipment and resources required for exhibitions with the assistance of relevant personnel 1.3 Confirm procedures and responsibilities for handling collection material, and installing and dismantling exhibitions 1.4 Establish an agreed project timeline with stakeholders
2. Prepare exhibition sites	2.1 Undertake necessary site alterations for installation purposes 2.2 Ensure site is suitable and secure according to technical specifications 2.3 Complete or organise on-site construction as required
3. Position and remove exhibition elements	3.1 Install and dismantle exhibition elements according to exhibition requirements, available floor plans, and safety and security requirements 3.2 Pack, unpack, handle and move physical elements according to agreed plans and within scope of individual responsibility 3.3 Use safe manual-handling techniques consistent with organisational procedures respecting the integrity of exhibition elements 3.4 Clear and clean work areas according to organisational procedures, safety and sustainable work practices 3.5 Return elements safely to appropriate locations according to exhibition documentation and plans 3.6 Follow record-keeping procedures regarding installing and dismantling exhibition elements

Required Skills and Knowledge

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

Required skills

communication skills to:

liaise and agree on work requirements

refer problems to relevant personnel

literacy skills to:

complete workplace documentation

read and interpret procedures, drawings, work plans and exhibition documentation

numeracy skills to:

calculate measurements

count items

estimate material requirements

planning and organising skills to:

complete tasks in a logical order

follow procedures according to agreed timelines

organise equipment and materials

safety awareness skills to:

handle collection material safely

use equipment and tools safely

minimise hazards

self-management skills to:

follow workplace procedures

prioritise work tasks and meet deadlines

teamwork skills to communicate and work with others involved in installing and dismantling exhibitions

technical skills to select and apply appropriate installation and dismantling techniques.

Required knowledge

different exhibition components relevant to the work or industry context

typical procedures and processes for exhibition installation

roles and responsibilities of personnel involved in staging exhibitions

safe manual-handling techniques and broad safety issues associated with the movement of physical elements

relevant organisational and legislative work health and safety requirements relating to installing and dismantling exhibitions

packing materials and techniques used for a range of exhibition elements

range of tools commonly used for installing and dismantling exhibitions

cultural protocols that impact on installing and dismantling, including those for Aboriginal or Torres Strait Islander material

conservation issues to be considered when handling collection material

security issues to be considered when work is underway

record-keeping procedures

organisational procedures and guidelines relating to installing and dismantling exhibition elements.

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: handle collection material with care, using safe manual-handling techniques implement procedures and processes for installing and dismantling exhibitions install and dismantle physical elements of exhibitions work cooperatively with others involved in staging exhibitions.
Context of and specific resources for assessment	Assessment must ensure: involvement of and interaction with a team during the installation or dismantling process access to: plans and other exhibition documentation physical exhibition elements a physical venue to install or dismantle.
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 direct observation of the candidate installing and dismantling physical elements of an exhibition verbal or written questioning to assess knowledge of different types of exhibitions, and safety and security issues analysis of problem-solving exercises undertaken by the candidate to assess ability to respond to different operational situations and contexts. Assessment methods should closely reflect workplace demands and the needs of particular client groups (consider the requirements of different age groups, clients with English as a second language, clients with disabilities, remote library users, etc.).
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CULEVP402A Design and develop interpretive displays.

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.

Exhibition documentation may include:	event orders floor plans handling notes installation instructions site plans travelling condition reports work instructions.
Requirements may include:	deadlines duration permanent or temporary restrictions safety requirements.
Relevant personnel may include:	collection manager conservator curator exhibition designer registrar security personnel.
Site alterations may include:	access to utilities change to signage or access routes clearing unnecessary items installation requirements introduction of new utilities or furniture removal of existing fittings or displays safety and licensing requirements security sustainable work practices.
On-site construction may be completed in-house or by external contractors, and many relate to:	carpentry electrical installation requirements metalwork plumbing safety and licensing requirements security.
Exhibition elements may include:	art works computer equipment customised supports display cases drawers electronic support material environmental monitoring and control systems film and video screens hanging system supports light fittings objects plinths racks sound outlets special exhibition features stands tracks.
Exhibitions may be:	developed in-house or externally hired, borrowed or presented on behalf of another organisation or community group permanent or temporary travelling staged in venues or events, such as: corporate events festivals galleries libraries museums other visitor attractions theme parks.
Scope of individual responsibility may relate to:	authority to handle certain objects licensing requirements for undertaking particular types of work.
Organisational procedures may relate to:	cleaning conservation environment handling methods national and international standards relating to installing and dismantling exhibition elements purchasing security storage of packaging materials waste disposal.
Recordkeeping may include:	electronic files and databases logs and registers paper documents.

Unit Sector(s)

Cultural services - Exhibitions and visitor programs

CULEVP503A Develop and promote activities, events and public programs

Modification History

Release	Comments
Release 1	This unit of competency first released with CUL11 Library, Information and Cultural Services Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to plan, develop and promote activities, events and public programs for different customer groups.

Application of the Unit

This unit applies in a broad range of industry contexts and focuses on the short-term planning and promotion of an activity, event or public program.

Depending on the context, this role may be undertaken by senior experienced operational staff or managers.

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. Establish scope of public programs	1.1 Identify activities, events or public programs that meet current or future organisational priorities and policies 1.2 Evaluate external influences that may impact on the development of programs 1.3 Research customer needs, current development initiatives and wider community needs 1.4 Establish educational, interpretive and commercial objectives in consultation with appropriate stakeholders
2. Develop concepts for public programs	2.1 Develop and document concepts for storylines, interpretive messages and themes 2.2 Integrate cultural and environmental protocols into concept development 2.3 Identify and use the service of specialists as required 2.4 Prepare and present proposals for approval consistent with organisational procedures
3. Prepare to stage activities, events and public programs	3.1 Obtain resources required to complete activity, event or public program 3.2 Agree on preparation timeframes with relevant parties and take steps to coordinate with other activities 3.3 Confirm that facilities are capable of delivering activities to the specified range of users and provide a suitable and safe environment 3.4 Ensure resources required to operate the required facilities are available and suitable 3.5 Undertake risk audits and take appropriate action according to organisational procedures
4. Organise publicity	4.1 Assess the suitability of existing promotional materials for activities, events and public programs and audience 4.2 Contribute to the development of strategies that target audiences within resource and time constraints 4.3 Ensure material contains valid and reliable information and appropriate interpretations
5. Evaluate programs	5.1 Obtain and provide formal and informal feedback from and to customers and colleagues 5.2 Modify activities according to feedback received and use feedback to inform future development 5.3 Establish and implement ongoing review mechanisms to ensure continuous improvement of programs

Required Skills and Knowledge

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

Required skills

communication and teamwork skills to:

consult with stakeholders

discuss complex ideas

obtain and evaluate feedback

work collaboratively with others in staging the activity

initiative and enterprise skills to:

develop storylines, interpretive messages and themes

develop promotional strategies

literacy skills to:

develop varied information support materials

read and interpret information

use appropriate presentation formats

numeracy skills to:

allocate and manage resources

estimate costs and work within budgets

track expenditure

planning and organising skills to:

organise resources

plan, schedule and coordinate operations

problem-solving skills to:

address challenges and issues that typically arise in the context of developing and promoting programs

analyse links between audiences and concepts

reduce costs and wastage

self-management skills to:

follow workplace procedures

prioritise work tasks and meet deadlines

technology skills to:

apply different formats

identify and analyse a wide range of information sources.

Required knowledge

subject matter around which activities, events or public programs are developed

features of typical policies, procedures and practices relating to the provision of activities, events and public programs

concept of sustainable practice and its relevance to the development of public programs

sources of advice and specialist assistance for activity development

techniques for planning and scheduling activities, events and public programs

interpretation techniques suitable for a wide range of audiences

resources for planning, promoting, delivering and evaluating activities, events and public programs

cultural protocols to be observed in developing programs, including those relating to Aboriginal or Torres Strait Islander contexts

copyright, moral rights, privacy and intellectual property issues and legislation that impact on the development of activities, including those relevant to Aboriginal and Torres Strait Islander cultures, child protection and trade practices.

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: research, plan, develop and promote activities, events or public programs to meet specified needs conduct and evaluate effectiveness of activities, events or public programs.
Context of and specific resources for assessment	Assessment must ensure: assessment conducted over a period of time to allow the candidate to develop, pilot and evaluate an activity, event or public program integration of realistic workplace constraints for the development process, such as budget, space limitations, resource constraints and staff access to: relevant organisational documentation equipment and resources relevant to the activity, event or public program.
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 onthejob performance activity, event or public program for a nominated customer group or organisation to develop and evaluate verbal or written questioning to assess knowledge of processes responses to a case study. Assessment methods should closely reflect workplace demands and the needs of particular client groups (consider the requirements of different age groups, clients with English as a second language, clients with disabilities, remote library users, etc.).
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CULEVP401A Present information on activities, events and public programs SITXMPR001A Coordinate production of brochures and marketing materials.

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.

Activities, events or public programs may include:	ceremonies demonstrations excursions exhibitions festivals field trips guided tours holiday or weekend activities institution open days performances, such as: theatre film music dance craft demonstrations workshops presentations school programs scientific experiments site visits special occasions.
External influences may include:	changes in technology current events current or emerging community interests legislation programs in other institutions social trends visitation patterns.
Specialists may include:	actors cultural advisers curators curriculum advisers designers educational psychologists environmental consultants interpretation consultants learning advisors performers teachers technical experts.
Proposals may include:	aims and objectives expected outcomes facilities, resources and equipment needed marketing and promotional requirements organisational strategy staff training needs target audience timeline.
Resources may include:	audiovisual equipment and recordings booking systems and support catering contractors, such as performers costumes furniture guest speakers handouts licences lighting natural resources other equipment props security space support materials technical and creative staffing transportation.
Materials may include:	activity sheets curriculum-related material descriptions guidance materials labels overheads press releases replicas and education collection materials signs social media videos.
Strategies may relate to:	advertising bulletins community media editorials multifaceted approaches newspapers posters press releases social media targeted campaigns websites.
Customers may be:	educational groups local community members special interest groups tourists.

Unit Sector(s)

Cultural services - Exhibitions and visitor programs

CULEVP504A Develop exhibition concepts

Modification History

Release	Comments
Release 1	This unit of competency first released with CUL11 Library, Information and Cultural Services Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to explore potential themes and storylines to inform the overall development of exhibition concepts.

Application of the Unit

This unit applies to individuals who explore and develop concepts and ideas for a cultural exhibition.

The unit is relevant to generalists in small museums and galleries, and to individual creative practitioners who may develop exhibition concepts for their own work.

Work is undertaken autonomously, but in consultation and collaboration with 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. Establish purpose and objectives of exhibitions	1.1 Research characteristics of potential audiences for exhibitions 1.2 Confirm purpose, scope and objectives of exhibitions in consultation with stakeholders 1.3 Develop broad parameters for content, based on objectives, audience needs, community feedback, and collection and organisational parameters
2. Research exhibition concepts	2.1 Research historical, cultural and other influences that impact on concept development 2.2 Undertake critical analysis of sources and references to inform concept development 2.3 Identify and source appropriate specialists for assistance 2.4 Explore and adapt relevant ideas from other practitioners or exhibitions with consideration of intellectual property, moral rights and copyright
3. Develop and propose concepts	3.1 Use information collected to develop and expand ideas and concepts 3.2 Test own ideas and approaches against purpose and objectives of exhibitions, as well as ideas from colleagues 3.3 Prepare concept proposals in appropriate format 3.4 Gain required approvals

Required Skills and Knowledge

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

Required skills

communication skills to:

articulate complex ideas to others

liaise and consult with others on complex ideas and concepts

creative thinking skills to:

assess outcomes of research in relation to purpose, scope and objectives of exhibitions

develop, explore, test and challenge ideas

initiative and enterprise skills to:

develop exhibition concepts that highlight features of collections to be displayed

factor staging requirements into the process of developing exhibition concepts

literacy skills to:

analyse a broad range of information

prepare concept proposals

numeracy skills to:

manage costs

work within budgets

research skills to identify and interrogate a range of information sources

self-management skills to:

follow workplace procedures

prioritise work tasks and meet deadlines

technical skills to incorporate technology into exhibitions.

Required knowledge

sources of information and research data relevant to collections

processes for drawing links between collections, research data and audience needs

roles of personnel involved in the exhibition development process and how these interrelate

current trends in exhibition development

concepts of themes, sub-themes, storylines and interpretation within exhibition development

copyright, moral rights and intellectual property legislation and issues that impact on exhibition concept development

cultural protocols relevant to exhibition concept development, including those for the exhibition of Aboriginal or Torres Strait Islander material

collection and interpretive techniques.

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: apply sound research and analytical skills to inform the development of exhibition concepts develop creative exhibition concepts that achieve the given purpose, scope and objectives.
Context of and specific resources for assessment	Assessment must ensure access to: a collection around which an exhibition concept can be developed relevant research materials and information sources.
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 exhibition concepts generated by the candidate to develop storylines and concepts for particular collections or audiences verbal or written questioning to assess candidate knowledge of exhibition concepts evaluation of a concept proposal based on a case study. Assessment methods should closely reflect workplace demands and the needs of particular client groups (consider the requirements of different age groups, clients with English as a second language, clients with disabilities, remote library users, etc.).
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CULEVP501A Coordinate the installation and dismantling of exhibitions.

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.

Characteristics may relate to:	age cultural diversity cultural preferences disability access educational level existing knowledge of subject expectations familiarity with collections gender needs special interests.
Purpose, scope and objectives may relate to:	audience development community involvement cooperative approaches debate education entertainment financial targets representation, including: donor period style use.
Exhibitions may be:	corporate events festivals galleries libraries museums online other visitor attractions permanent or temporary theme parks travelling virtual.
Stakeholders may include:	artists boards of management colleagues conservators cultural groups curators customers and visitors designers education officers exhibition construction specialists local authorities local community members management organising committees people to be represented in exhibitions performers technical or subject specialists.
Collection and organisational parameters may relate to:	budgetary or other resource limitations current exhibition policies established themes and sub-themes potential for accessing additional items.
Critical analysis may involve:	considering how ideas may be adapted and challenged drawing links between references and potential concepts evaluating work of others making judgements about relevance of information and ideas.
Sources and references may include:	archives collages diaries digital images film internet journals letters models newspapers objects and object files oral histories and traditions other exhibitions and collections paintings and illustrations photographs private collectors reference books sketches technical drawings texts video writings of the period.
Appropriate format may include:	display of exhibits drawings electronic presentations graphic formats models paintings performance and installation photographs plans printed formats, such as: signs labels reports storyboards verbal descriptions video.

Unit Sector(s)

Cultural services - Exhibitions and visitor programs

CULRSK501A Monitor compliance with copyright and licence requirements

Modification History

Release	Comments
Release 1	This unit of competency first released with CUL11 Library, Information and Cultural Services Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to monitor compliance with copyright and licence requirements in relation to collections held by Australian archives, galleries, libraries and museums.

Application of the Unit

This unit applies to individuals responsible for monitoring the organisation’s compliance with copyright and licence requirements regarding collections held in Australian archives, galleries, libraries and museums.

Work is undertaken autonomously but in consultation with other colleagues and wider stakeholders.

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. Ensure compliance with copyright legislation	1.1 Research information sources to keep abreast of information about copyright relevant to libraries and cultural institutions 1.2 Review organisational procedures to ensure consistency with copyright obligations and organisational policy 1.3 Identify gaps in procedures that need to be addressed and take action accordingly 1.4 Seek specialist advice as required 1.5 Advise relevant personnel about the legal and economic implications of copyright infringement and other legislative obligations
2. Monitor licences for digital rights management	2.1 Identify materials within organisations that require licences 2.2 Research organisational protocols regarding licences and implications for digital rights management 2.3 Source information regarding licence agreements between own organisation and vendors of electronic resources 2.4 Explain to customers responsibilities in relation to licence and digital rights management
3. Assess risks associated with private support by sponsors and donors	3.1 Review organisational procedures for accepting donations and sponsorship and culturally sensitive material to ensure consistency with organisational policy 3.2 Identify copyright and licence risks associated with these practices 3.3 Provide advice about identified risks to relevant personnel

Required Skills and Knowledge

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

Required skills

communication and teamwork skills to:

share information with colleagues and customers on copyright and licence requirements

work collaboratively with others

initiative and enterprise skills to identify and recommend ways to manage risks to an organisation in relation to licences and digital rights management

literacy skills to read, understand and interpret information, agreements and licence conditions

planning and organising skills to collect, analyse and organise information about copyright and licences

problem-solving skills to review procedures and provide advice on updating as required

self-management skills to:

prioritise work tasks and meet deadlines

follow organisational procedures

technology skills to use computer systems for research purposes.

Required knowledge

awareness of laws in the following areas:

contract law as it relates to licences, including:

agreement

capacity to contract and formalities

consideration

intention to create legal relations

freedom of information

privacy, including user information and photographs

Tax Ruling TR 2000/10 Income tax: public libraries, public museums and public art galleries

digital preservation

licensing and the role of collecting societies

open source copyright licences

organisational policies, protocols and procedures regarding copyright and licences

principal features of the Copyright Act 1968 (Commonwealth) and Copyright Regulations 1969 and how they apply to an organisation and library and archive exemptions

rights of copyright owners, including digital rights management

sources of information and advice on copyright

protocols for handling culturally sensitive material, including Aboriginal and Torres Strait Islander cultural material.

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: source information about copyright relevant to an organisation review policies, procedures and licences to ensure compliance with legislation follow procedures to minimise risk of infringements of copyright and licence conditions.
Context of and specific resources for assessment	Assessment must ensure access to: relevant current legislation and regulations organisational policies and procedures, agreements and licences appropriate computer resources for review of policies and procedures.
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 third-party workplace reports of review of portfolio of evidence verbal or written questioning to assess knowledge of copyright and licensing, and implications for the organisation research project to assess knowledge of legislation in relation to organisational policies and procedures. Assessment methods should closely reflect workplace demands and the needs of particular client groups (consider the requirements of different age groups, clients with English as a second language, clients with disabilities, remote library users, etc.).
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CULCNM502A Manage lending and borrowing processes for collections CULIND401A Consolidate and maintain industry knowledge.

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.

Information sources may include:	Aboriginal Artists Agency Attorney General’s Department Australian Copyright Council Australian Digital Alliance Australian Libraries Copyright Committee best practice case studies for recording and reporting on copyright and licensing commonwealth and state government agencies commonwealth, state and territory law copyright collecting societies, such as: Australasian Mechanical Copyright Owners Society (AMCOS) Australasian Performing Right Association (APRA) Copyright Agency Limited (CAL) Photographic Performance Company of Australia (PPCA) Viscopy custodians of culturally sensitive material industry associations, such as: Australian Library and Information Association (ALIA) Museums Australia international associations, such as International Council of Museums (ICOM) lawyers specialising in intellectual property and collections law publications Smartcopying websites.
Information about copyright may relate to:	audio recordings audiovisual recordings copyright as a bundle of rights, including economic and moral rights copyright for different types of material, such as: literary works photographs duration of copyright fair dealing and use music oral histories warnings.
Organisational procedures may relate to:	acquisitions and deaccessioning copyright disposal and destruction donations exhibitions information security and access licences and digital rights management loan in and loan out of collection items privacy recording of collection items reformatting return of cultural objects sponsorships.
Copyright infringement relates to:	direct infringement of copyright indirect infringement of copyright organisations not complying with copyright legislation others infringing an organisation’s copyright.
Licences may relate to:	agreements between vendors and organisations agreements with collecting societies, such as: CAL screenrights AMCOS APRA Viscopy Creative Commons direct agreements between parties sectoral licences statutory licences, such as Parts VA and VB of the Copyright Act 1968.
Digital rights management may relate to:	access and copyright right to permit members of the public to access and retrieve on a computer monitor right to reproduce material in digital form right to store and archive in a database right to transmit, distribute or otherwise make information available in digital formats, such as: internet intranet CD and DVD.
Donations and sponsorship may include:	donations to public organisations gifts bequests sponsorship arrangements tax implications.

Unit Sector(s)

Risk management - Regulation, licensing and risk

CUSFIM501A Secure funding for projects

Modification History

Release	Comments
Release 2	Created to fix formatting errors only. Released with CUS09 Music Training Package version 1.2

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to raise money for a creative or artistic project and to participate in negotiations with all parties.

Application of the Unit

People responsible for securing funding for creative arts projects apply the skills and knowledge outlined in this unit. In this role they are responsible for determining the amount of funding required, locating likely funding sources, developing funding proposals and maximising their chances of ongoing funding opportunities. This role would typically be undertaken by an artist, artist manager, promoter or senior administrator.

Licensing/Regulatory Information

L li Licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Not Not applicable

Employability Skills Information

Not applicable

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 financial scope of and potential funding sources for project	1.1 Identify and determine the scope and funding needs of project 1.2 Identify optimum funding arrangements and possible funding sources for project 1.3 Gather information on funding sources, including organisational vision, prior funding initiatives and expected benefits from participation
2. Develop a project proposal	2.1 Plan and critique a project proposal that will attract funding from identified funding sources 2.2 Determine optimum method of presenting project proposal to identified funding sources 2.3 Clearly define structure of funding plan and interest of various parties and ensure proposal is supported by research from appropriate sources 2.4 Seek legal, taxation and regulatory advice where necessary and ensure proposal is checked by appropriate persons to ensure it meets compliance requirements
3. Present proposal and negotiate with funding sources	3.1 Present project proposal to funding sources using appropriate presentation techniques 3.2 Evaluate presentation to identify strengths and weaknesses to inform subsequent presentations 3.3 Negotiate with funding source representatives to clarify terms and conditions of funding agreement 3.4 Discuss funding agreement with all parties in a professional manner
4. Finalise funding agreement	4.1 Document funding agreement and circulate to all parties in a timely and effective manner 4.2 Establish processes to monitor compliance and report progress against funding agreement 4.3 Ensure funding agreement is checked and confirmed by appropriate persons 4.4 Identify opportunities for ongoing funding arrangements with funding sources

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
research techniques sufficient to access information from reliable sources to support project proposals literacy skills sufficient to prepare project proposals and funding agreements numeracy skills sufficient to: analyse funding incentives and tax concession schemes develop structured funding plans estimate and calculate the resource requirements of a project proposal communication skills sufficient to: conduct negotiations to clarify terms and conditions of funding agreements establish and maintain relationships with prospective investors present funding proposals to prospective investors learning skills sufficient to evaluate and improve own presentation techniques planning and organisational skills sufficient to envisage project milestones and monitor project compliance problem-solving skills sufficient to identify and plan for factors affectingcompletion of projecttasks within deadlines self-management skills sufficient to work within specified timelines technology skills sufficient to use industry-current financial and spreadsheet software
Required knowledge
approaches used to successfully identify and attract funding opportunities in the creative arts industry broad knowledge of key creative arts industry terminology compliance requirements of funding agreements in the creative arts industry copyright, moral rights, intellectual property and legislation, and their impact on the creative arts industry professional behaviour and ethics as they apply to the creative arts industry OHS requirements relevant to project work in the creative arts industry range of potential funding sources and channels through which funding opportunities are publicised in the creative arts industry sources of information on the creative arts industry and ways of maintaining current industry knowledge issues and challenges that typically arise in the context of securing funding for projects

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: develop viable funding proposals maintain effective networks with prospective investors negotiate agreed terms, conditions and interests with all parties to a funding agreement.
Context of and specific resources for assessment	Assessment must ensure: access to an appropriate environment to develop and present funding proposals access to appropriate sources of information to prepare and support funding proposals access to appropriate technology to research funding sources and use industry-current software access to relevant creative arts industry networks use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment	The following assessment methods are appropriate for this unit: case studies to assess ability to research funding sourcesand apply information to persuasive project proposals direct observation of candidate preparing a project proposal and negotiating a funding agreement authenticated copies of funding proposals prepared by the candidate written or oral questioning to assess knowledge of potential funding sources and channels through which funding opportunities are publicised problem-solving activities to assess ability to estimate and calculate project costs.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

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.
Projects may include:	commercial print advertisement corporate video feature film or video filmed event or performance interactive media product, e.g. CD, DVD and podcast internet production, e.g. website sound music recording or video promotional trailer radio broadcast short film or video television program, e.g. documentary training film or video.
Funding sources may include:	commissioning bodies community organisations corporate contributors early adopters enterprises financial institutions government departments individuals professional organisations prospective investors special public funding programs sponsors suppliers.
Project proposal may include:	analysis of benefits and profile of opportunities compliance requirements, including legal, regulatory, reporting and taxation cost estimates creative and managerial experience of proponents creative possibilities of project demonstrable outcomes funding plan level of risk likely chances of success operational and marketing plan overview and objectives project timelines and milestones projected financial performance promotional and profiling opportunities proposed interest of various parties: acknowledgments percentage of profits product placement share of copyright purpose and amount of required finance.
Sources may include:	discussions with current industry practitioners discussions with industry associations electronic and print media providing: articles journals magazines news reviews subscriptions government funding programs and publications industrial relations publications, such as: bulletins letters magazines newsletters industry publications, such as: directories information sheets reference books technical publications internet libraries and archives suppliers of products and services tender search organisations training programs, seminars, workshops, master classes and professional development opportunities.
Appropriate persons may include:	business and financial managers community representatives copyright representatives employee association and union representatives financial advisers industry association representatives industry managers legal advisers mentors professionals from allied areas.
Funding agreement may include:	compliance monitoring arrangements reporting and review requirements rights and responsibilities of all parties terms and conditions of agreement.

Unit Sector(s)

Finance - financial management

CUVATS201 Prepare for work in the Aboriginal and Torres Strait Islander visual arts industry

Modification History

Version	Comments
Version 1	This version first released with CUV Arts and Culture Training Package Version 1.0.

Application

This unit describes the performance outcomes, skills and knowledge required to develop general knowledge of the Aboriginal and Torres Strait Islander visual arts industry and investigate the visual arts practices of local Aboriginal and/or Torres Strait Islander artists.

It applies to individuals who are entering the Aboriginal and Torres Strait Islander visual arts industry. Individuals could be working in urban, regional, rural or remote settings. The work environment could involve interactions with artists and their communities in contexts such as cultural/arts centres and cooperatives, commercial and public galleries, museums, retail outlets, community projects, exhibitions, events and festivals.

This unit reflects the diversity of Aboriginal and Torres Strait Islander cultures and visual arts practices. It emphasises the importance of Aboriginal and Torres Strait Islander peoples controlling their own cultural heritage and identity.

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

Unit Sector

Aboriginal and Torres Strait Islander visual arts

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. Develop knowledge of the Aboriginal and Torres Strait Islander visual arts industry	1.1 Use sources of information to identify the elements of the Aboriginal and Torres Strait Islander visual arts industry 1.2 Identify the laws, regulations and codes of practice that impact on the Aboriginal and Torres Strait Islander visual arts industry 1.3 Identify the diverse visual arts practices of Aboriginal and Torres Strait Islander artists
2. Investigate information about local Aboriginal and/or Torres Strait Islander visual arts practices	2.1 Identify local individuals, families and/or communities who produce visual art 2.2 Use appropriate descriptions of the artwork 2.3 Determine the local cultural protocols relevant to the production, display, handling and storage of the artwork 2.4 Collect information in an appropriate format
3. Maintain knowledge of the Aboriginal and Torres Strait Islander visual arts industry	3.1 Identify and use opportunities to update knowledge of the industry 3.2 Use sources of information to identify employment opportunities in the industry

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, 3.1	Builds knowledge by using relevant sources of information and opportunities
Oral Communication	1.1, 1.2, 1.3, 2.2, 2.3, 3.2	Obtains information by listening and questioning Uses everyday language to convey information
Navigate the world of work	1.1, 1.2, 1.3, 2.3, 3.1, 3.2	Takes steps to access information, develop knowledge and identify a limited range of work options related to present position or interests in the Aboriginal and Torres Strait Islander visual arts industry Identifies main legal rights and responsibilities of own role and recognises a range of cultural protocols relevant to the production, display, handling and storage of the artwork
Interact with others	1.1, 3.2	Uses appropriate language, communication protocols, tone and non-verbal behaviours during interactions and asks questions to clarify understanding or seek further information Identifies people to ask for information and recognises some common cultural barriers to interaction in the immediate work context
Get the work done	2.2, 2.4	Follows clearly defined steps to collect information

Unit Mapping Information

No equivalent unit.

Links

Companion volumes are available at: - http://www.ibsa.org.au

Assessment Requirements for CUVATS201 Prepare for work in the Aboriginal and Torres Strait Islander visual arts industry

Modification History

Version	Comments
Version 1	This version first released with CUV Arts and Culture Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

research general information about the Aboriginal and Torres Strait Islander visual arts industry and related visual arts practices

organise information in format suitable for the audience

keep up-to-date with industry information by using opportunities relevant to own work.

Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.

Knowledge Evidence

To complete the unit requirements the individual must:

provide examples of respectful communication and information gathering practices working with artists, their families and communities

list a range of sources of information related to the industry and relevant to own work

describe the basic elements of the Aboriginal and Torres Strait Islander visual arts industry

outline the diverse types of visual arts practices used by Aboriginal and/or Torres Strait Islander artists

identify at least one regulation or code of practice that governs work in the industry

discuss artwork produced locally

explain cultural protocols that relate to artists and their artwork

summarise types of employment opportunities in the industry.

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 indigenous visual arts industry field of work and include access to:

an actual workplace or simulated environment

Aboriginal and/or Torres Strait Islander visual art, artists and/or their communities.

Culturally appropriate processes and techniques suited to the language and literacy capacity of learners and the work being performed must be used.

Local cultural knowledge is necessary to achieve competency in this unit.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion volumes are available at: - http://www.ibsa.org.au

CUVATS202 Investigate and present features of Aboriginal and Torres Strait Islander culture

Modification History

Version	Comments
Version 1	This version first released with CUV Arts and Culture Training Package Version 1.0.

Application

This unit describes the performance outcomes, skills and knowledge required to investigate and present information about Aboriginal and Torres Strait Islander culture compared to other cultures, and investigate the impact on day-to-day life of cultural differences for Aboriginal and Torres Strait Islander communities.

It applies to Aboriginal and Torres Strait Islander individuals who wish to gain a greater understanding of the impact of belief systems and culture.

This unit requires the support of Elders and/or Aboriginal and/or Torres Strait Islander community members.

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

Unit Sector

Aboriginal and Torres Strait Islander culture

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. Investigate Aboriginal and Torres Strait Islander culture	1.1 Use sources of information to identify significant elements of Aboriginal and Torres Strait Islander culture, with input from Elders and/or Aboriginal and/or Torres Strait Islander community members 1.2 Identify differences between Aboriginal and Torres Strait Islander culture and other cultures
2. Outline how belief systems impact on day-to-day life	2.1 Discuss the belief systems of Aboriginal and Torres Strait Islander communities, with input from Elders and/or Aboriginal and/or Torres Strait Islander community members 2.2 Identify the impact of belief systems on the day-to-day life of Aboriginal and Torres Strait Islander communities
3. Investigate the impact of cultural differences	3.1 Use sources of information to research ideas, with input from Elders and/or Aboriginal and/or Torres Strait Islander community members 3.2 Record information gathered in an appropriate format
4. Present findings of investigations	4.1 Identify audience and purpose of presentation 4.2 Select and organise presentation content 4.3 Deliver a presentation in an appropriate format 4.4 Review presentation to identify areas for 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
Learning	1.1, 3.1	Applies learning strategies to build knowledge of Aboriginal and Torres Strait Islander culture
Oral Communication	1.1, 2.1, 2.2, 3.1, 4.3	Obtains information by listening and questioning Articulates clearly, using everyday language suitable to the audience to convey meaning
Reading	1.1, 3.1, 4.2	Interprets and selects relevant information from texts on familiar topics
Writing	3.2, 4.2	Produces text on familiar topics suitable for audience and purpose
Navigate the world of work	1.1, 1.2, 2.1, 2.2, 3.1	Takes steps to develop relevant knowledge
Interact with others	1.1, 2.1, 3.1, 4.3	Identifies people to ask for information and follows accepted communication practices and protocols Uses language, tone and non-verbal behaviours considered appropriate in the context and asks questions to clarify understanding or seek further information Presents information suited to audience needs and purpose
Get the work done	1.1, 3.1, 3.2, 4.1, 4.2, 4.3, 4.4	Plans and implements a routine presentation by taking responsibility for decisions and identifying and assembling the resources required Reflects on presentation outcomes to develop an improved approach for future situations Uses the main features and functions of digital tools to complete investigations

Unit Mapping Information

No equivalent unit.

Links

Companion volumes are available at: - http://www.ibsa.org.au

Assessment Requirements for CUVATS202 Investigate and present features of Aboriginal and Torres Strait Islander culture

Modification History

Version	Comments
Version 1	This version first released with CUV Arts and Culture Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

research information about Aboriginal and Torres Strait Islander culture using written texts and digital tools

communicate with Elders and/or Aboriginal and/or Torres Strait Islander community members to access relevant information following appropriate protocols

organise and present information in a format suitable for the audience and purpose

review own presentation to identify areas for improvement.

Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.

Knowledge Evidence

To complete the unit requirements the individual must:

describe the significant elements of Aboriginal and Torres Strait Islander culture

provide examples of how belief systems impact on the day-to-day lives of Aboriginal and Torres Strait Islander communities

outline a range of the impacts of cultural differences for Aboriginal and Torres Strait Islander communities

identify the audience and purpose of presentation.

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 a field of work that includes access to:

Elders and/or Indigenous community members

digital tools

resources required for the learner to present information in their preferred format.

Culturally appropriate processes and techniques suited to the language and literacy capacity of learners and the work being performed must be used.

Local cultural knowledge is necessary to achieve competency in this unit.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion volumes are available at: - http://www.ibsa.org.au

CUVATS301 Work effectively in the Aboriginal and Torres Strait Islander visual arts industry

Modification History

Version	Comments
Version 1	This version first released with CUV Arts and Culture Training Package Version 1.0.

Application

This unit describes the performance outcomes, skills and knowledge required to build on existing knowledge of the Aboriginal and Torres Strait Islander visual arts industry and apply new knowledge to working with others to support visual arts practice.

It applies to individuals who are working as part of a team in the Aboriginal and Torres Strait Islander visual arts industry. Individuals could be working in urban, regional, rural or remote settings. The work environment could involve interactions with artists and their communities in contexts such as cultural/arts centres and cooperatives, commercial and public galleries, museums, retail outlets, community projects, exhibitions, events and festivals.

This unit reflects the diversity of Aboriginal and Torres Strait Islander cultures and visual arts practices. It emphasises the importance of Aboriginal and Torres Strait Islander peoples controlling their own cultural heritage and identity.

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

Unit Sector

Aboriginal and Torres Strait Islander visual arts

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. Extend knowledge of the Aboriginal and Torres Strait Islander visual arts industry	1.1 Use sources of information to develop understanding of the diversity of visual arts practices by Aboriginal and Torres Strait artists, including local and regional artists 1.2 Identify individuals, organisations and networks that support local and regional Aboriginal and/or Torres Strait Islander visual arts practice 1.3 Identify current examples of cultural, social and economic impacts on Aboriginal and/or Torres Strait islander visual arts practice 1.4 Apply knowledge of the industry to work activities to support Aboriginal and/or Torres Strait islander visual arts practice
2. Perform work according to legal, ethical, cultural and enterprise requirements	2.1 Complete work activities demonstrating an awareness of cultural protocols 2.2 Comply with legal and ethical requirements as they apply to everyday work 2.3 Follow procedures to minimise the environmental impact of work activities
3. Update and maintain knowledge of the Aboriginal and Torres Strait Islander visual arts industry	3.1 Establish and maintain networks to ensure industry knowledge of issues and trends is current 3.2 Collect information about career development opportunities in the industry 3.3 Identify areas for skill and knowledge development in consultation with appropriate people 3.4 Undertake skill and knowledge development activities relevant to everyday work

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, 3.1, 3.4	Builds on prior knowledge and seeks opportunities to learn by using relevant sources of information, networks and everyday work activities
Oral Communication	1.1, 2.1, 3.3	Participates in a verbal exchange of ideas and uses listening and questioning techniques to confirm understanding
Reading	1.1, 1.2	Accesses and integrates information about the industry from familiar, and some unfamiliar, texts
Navigate the world of work	1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4	Seeks advice and targets required skills and experience for work or career advancement Takes steps to develop skills and experience for work or career advancement Understands roles and responsibilities related to the industry Follows cultural protocols and legal and ethical requirements related to the role
Interact with others	1.4, 2.1, 3.1, 3.3	Follows communication practices and protocols in routine work situations and makes some adjustments to personal communication style in recognition of diverse perspectives Participates in formal and informal conversations relevant to role and forms connections with others who can contribute to work outcomes
Get the work done	1.4, 2.1, 2.2, 2.3	Plans and implements tasks and makes decisions in familiar situations Identifies and proposes small changes to work activities to incorporate new knowledge

Unit Mapping Information

No equivalent unit.

Links

Companion volumes are available at: - http://www.ibsa.org.au

Assessment Requirements for CUVATS301 Work effectively in the Aboriginal and Torres Strait Islander visual arts industry

Modification History

Version	Comments
Version 1	This version first released with CUV Arts and Culture Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

apply a general knowledge of the Aboriginal and Torres Strait Islander visual arts industry to work activities that support Aboriginal and/or Torres Strait Islander visual arts practice

access and produce a range of information about Aboriginal and/or Torres Strait Islander visual arts practice, artists and/or their communities in a culturally respectful way

identify areas for personal skill and knowledge development and plan for how this development will be achieved.

Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.

Knowledge Evidence

To complete the unit requirements the individual must:

describe the role of some relevant industry peak bodies

explain how visual arts practice and industry can impact on the environment

provide examples of cultural, social and economic impacts affecting Aboriginal and Torres Strait Islander visual arts practice

identify individuals, networks and organisations relevant to the industry

broadly outline copyright and intellectual property issues relevant to the industry

provide examples of legal and ethical requirements relevant to own work

discuss key principles and protocols for working with Aboriginal and/or Torres Strait Islander cultural material and interacting with artists, their families and/or communities

describe respectful communication and consultation practices relevant to own work

summarise types of career development opportunities in the industry

differentiate between the range of visual arts practices by Aboriginal and/or Torres Strait Islander artists, with reference to region, medium, style and form

outline examples of how industry workers and organisations support Aboriginal and/or Torres Strait Islander visual arts practice.

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 indigenous visual arts industry field of work and include access to:

an actual workplace or simulated environment

Aboriginal and/or Torres Strait Islander visual art, artists and/or their communities.

Culturally appropriate processes and techniques suited to the language and literacy capacity of learners and the work being performed must be used.

Local cultural knowledge is necessary to achieve competency in this unit.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion volumes are available at: - http://www.ibsa.org.au

CUVATS401 Develop and apply knowledge of the Aboriginal and Torres Strait Islander visual arts industry

Modification History

Version	Comments
Version 1	This version first released with CUV Arts and Culture Training Package Version 1.0.

Application

This unit describes the performance outcomes, skills and knowledge required to use Aboriginal and Torres Strait Islander visual arts industry knowledge to implement effective communication strategies while working in a legal and ethical framework.

It applies to individuals who may be working autonomously, or with others, in the Aboriginal and Torres Strait Islander visual arts industry. Individuals could be working in urban, regional, rural or remote settings. The work environment could involve interactions with artists and their communities in contexts such as cultural/arts centres and cooperatives, commercial and public galleries, museums, retail outlets, community projects, exhibitions, events and festivals.

This unit reflects the diversity of Aboriginal and Torres Strait Islander cultures and visual arts practices. It emphasises the importance of Aboriginal and Torres Strait Islander peoples controlling their own cultural heritage and identity.

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

Unit Sector

Aboriginal and Torres Strait Islander visual arts

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. Extend knowledge of the Aboriginal and Torres Strait Islander visual arts industry	1.1 Analyse current industry trends using appropriate sources of information 1.2 Research national and international indigenous visual art movements using appropriate sources of information 1.3 Identify funding opportunities for Aboriginal and/or Torres Strait Islander visual arts projects relevant to own work 1.4 Use networking opportunities to update and expand knowledge of current issues relevant to the industry
2. Communicate effectively with key stakeholders	2.1 Use key industry terms appropriately in communications 2.2 Select effective strategies for ethical and respectful cross-cultural transactions 2.3 Communicate basic copyright and intellectual property rights information to others 2.4 Identify and manage issues that may cause conflict 2.5 Seek assistance from language interpreters and cultural brokers as required 2.6 Consult with artists, their families and/or communities about art dealings, exhibitions and events
3. Work in a legal and ethical framework	3.1. Integrate knowledge of and respect for cultural protocols into planning and implementing tasks 3.2 Apply work practices that meet legal and ethical requirements 3.3 Ensure own work practices contribute to maintaining and protecting culture

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, 1.2, 1.4	Researches and analyses relevant information Keeps knowledge of industry trends and issues up-to-date using differing approaches to learning
Oral Communication	2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3	Seeks the ideas and opinions of others in a range of contexts and obtains information by listening and questioning Participates in a verbal exchange using detailed and clear language that shows depth of understanding of the industry
Reading	1.1, 1.2, 1.3	Interprets and analyses textual information about the industry from appropriate sources
Writing	2.1, 2.2, 2.3, 3.1, 3.2	Records complex ideas and information related to own work strategies and practices in a way that is suitable for audience and purpose
Navigate the world of work	1.1, 1.2, 1.3, 1.4, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3	Understands how own role meshes with others and contributes to collective outcomes Develops a range of industry-related knowledge and identifies transferable principles and concepts Understands own legal rights and responsibilities and recognises and responds to cultural protocols
Interact with others	1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1	Recognises and applies communication protocols in a range of formal and informal work contexts Accurately identifies the requirements of communication exchanges and begins to recognise how personal, social and cultural factors may influence people’s understanding of any communication Recognises and values individual differences and connects and collaborates to achieve joint outcomes Modifies personal communication style to show respect for the values, beliefs and cultural expectations of others Identifies key triggers that may initiate or escalate conflict and uses a range of strategies to moderate responses
Get the work done	2.2, 2.5, 2.6, 3.1	Plans and implements strategies that recognise the importance of other stakeholders throughout the process Seeks assistance before implementing a solution Uses consultative processes in decision making Uses planning and implementation processes that show an increasingly intuitive understanding of cultural protocols

Unit Mapping Information

No equivalent unit.

Links

Companion volumes are available at: - http://www.ibsa.org.au

Assessment Requirements for CUVATS401 Develop and apply knowledge of the Aboriginal and Torres Strait Islander visual arts industry

Modification History

Version	Comments
Version 1	This version first released with CUV Arts and Culture Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

communicate effectively with Aboriginal and/or Torres Strait Islander artists, their families and/or communities, and other relevant stakeholders in a culturally respectful way

follow legal and ethical work practices

research and analyse industry ideas, current trends and funding opportunities related to the industry

plan and organise work with an awareness of cultural protocols.

Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.

Knowledge Evidence

To complete the unit requirements the individual must:

identify local, regional, national and international sources of current information relevant to the indigenous visual arts industry

provide examples of networking opportunities

explain key industry terms

describe strategies that support ethical and respectful communication and consultation with Aboriginal and/or Torres Strait Islander artists, their families and/or communities, and other relevant stakeholders

outline basic legal rights related to copyright and intellectual property

discuss culturally appropriate conflict management strategies

explain the role and use of language interpreters and cultural brokers

identify work practices that contribute to maintaining and protecting Aboriginal and Torres Strait Islander culture

provide examples of legal and ethical requirements that relate to own work.

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 indigenous visual arts industry field of work and include access to:

an actual workplace or simulated environment

Aboriginal and/or Torres Strait Islander visual art, artists and/or their communities.

Culturally appropriate processes and techniques suited to the language and literacy capacity of learners and the work being performed must be used.

Local cultural knowledge is necessary to achieve competency in this unit.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion volumes are available at: - http://www.ibsa.org.au

CUVATS501 Plan Aboriginal and Torres Strait Islander visual arts projects

Modification History

Version	Comments
Version 1	This version first released with CUV Arts and Culture Training Package Version 1.0.

Application

This unit describes the performance outcomes, skills and knowledge required to research and plan projects that represent a diversity of visual arts practice of Aboriginal and/or Torres Strait Islander artists, with an understanding of the international context.

It applies to individuals who may be working autonomously or with others, as project officers or managers in the Aboriginal and Torres Strait Islander visual arts industry. Individuals could be working in urban, regional, rural or remote settings. The work environment could involve interactions with artists and their communities in contexts such as cultural/arts centres and cooperatives, commercial and public galleries, museums, retail outlets, community projects, exhibitions, events and festivals.

This unit reflects the diversity of Aboriginal and Torres Strait Islander cultures and visual arts practices. It emphasises the importance of Aboriginal and Torres Strait Islander peoples controlling their own cultural heritage and identity.

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

Unit Sector

Aboriginal and Torres Strait Islander visual arts

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. Develop project concept	1.1 Research information on the diversity of local, regional and national Aboriginal and/or Torres Strait Islander visual arts practices to determine the project concept 1.2 Review project concept in the context of the international indigenous arts industry 1.3 Determine project purpose, participants, audience and realistic budget parameters in consultation with others 1.4 Summarise and record project concept
2. Evaluate practical implications	2.1 Record logistical considerations relevant to the project 2.2 Discuss and select strategies to support artists, their families and/or communities to be actively involved in the project 2.3 Address legal and ethical requirements relevant to the project 2.4 Identify and assess risks related to the project 2.5 Plan strategies to minimise environmental impact and address sustainability
3. Research budget information	3.1 List key expenditure items relevant to the project budget 3.2 Use appropriate sources to determine potential sponsorship, funding and revenue opportunities relevant to the project 3.3 Identify potential informal sources of in-kind support
4. Produce a project plan	4.1 Consult with artists, their families and/or communities, and other relevant stakeholders to plan the project according to the principles of project management 4.2 Develop a project plan that records the scope, purpose and intended outcomes of the project, showing a respectful awareness of cultural protocols 4.3 Incorporate time, budget, risk factors, and roles and responsibilities into the project plan 4.4 Prepare a project evaluation strategy that includes artists, their families and/or communities, and other relevant 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
Learning	1.1	Builds a broad knowledge of the diversity of indigenous visual arts through self-directed learning and a variety of research strategies
Oral Communication	2.2, 4.1	Participates in verbal exchanges in a range of contexts showing a complex use of language and an in-depth understanding of the subject matter
Reading	1.1, 1.2, 3.2	Builds understanding and interprets complex texts to identify project and funding information
Writing	1.4, 2.1, 3.1, 4.2, 4.3, 4.4	Reports specific project information, requirements and recommendations in clear and detailed language
Numeracy	1.3, 1.4, 3.1, 4.3	Uses mathematical formulas and calculations to estimate and plan project costs and timeframes
Navigate the world of work	1.1, 1.2, 2.3, 2.5, 4.2, 4.3	Sets own learning challenges, using research opportunities to develop knowledge and insight Works independently and collectively on developing a project plan with a strong sense of responsibility for plans, decisions and outcomes Extends understanding of own legal rights and responsibilities and considers implications of these when planning work Recognises and responds to cultural protocols in familiar work contexts
Interact with others	1.3, 1.4, 2.2, 4.1, 4.4	Selects appropriate communication protocols in a broad range of work contexts Initiates and participates in complex conversations Identifies the requirements of important communication exchanges to suit audience and purpose Collaborates to achieve joint outcomes
Get the work done	1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 4.2, 4.3, 4.4	Develops a plan to manage relatively complex tasks and recognises the importance of other stakeholders throughout the planning process

Unit Mapping Information

No equivalent unit.

Links

Companion volumes are available at: - http://www.ibsa.org.au

Assessment Requirements for CUVATS501 Plan Aboriginal and Torres Strait Islander visual arts projects

Modification History

Version	Comments
Version 1	This version first released with CUV Arts and Culture Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

produce at least one project plan related to a project, program exhibition or workshop that represents a diversity of national and/or international indigenous visual arts, and includes:

appropriate planning formats and procedures

project purpose, participants and audience

details that show an awareness of cultural protocols

project timelines

a simple budget that includes key expenditure items and potential income streams

an overview of identified risks and strategies to address them

identification of roles and responsibilities of project participants

consult with artists, their families and/or communities, and other relevant stakeholders around the intended project, showing awareness of cultural protocols

research and analyse the diversity of indigenous visual arts in a national and international context

prepare records relevant to the project to present information to be used by others.

Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.

Knowledge Evidence

To complete the unit requirements the individual must:

identify artists, networks, publications and organisations relevant to national and international indigenous visual arts practice and industry

explain the key principles and protocols for using indigenous cultural material and artwork, and interacting with Aboriginal and/or Torres Strait Islander artists and/or their communities

describe sustainability considerations with reference to cultural, economic, environmental and social factors

provide examples of legal and ethical requirements that relate to the project and explain how they impact on project planning

identify logistical considerations relevant to the project

give details of how artists, their families and/or communities are actively involved in the project

provide examples of funding and revenue opportunities related to the project

explain what is meant by the term in-kind support in the context of the project.

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 indigenous visual arts industry field of work and include access to:

an actual workplace or simulated environment

Aboriginal and/or Torres Strait Islander visual art, artists and/or their communities.

Culturally appropriate processes and techniques suited to the language and literacy capacity of learners and the work being performed must be used.

Local cultural knowledge is necessary to achieve competency in this unit.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion volumes are available at: - http://www.ibsa.org.au

CUVATS502 Research the cultures of Aboriginal and Torres Strait Islander visual artists

Modification History

Version	Comments
Version 1	This version first released with CUV Arts and Culture Training Package Version 1.0.

Application

This unit describes the performance outcomes, skills and knowledge required to develop a broad understanding of the cultures of Aboriginal and Torres Strait Islander visual artists, and to develop and apply specific knowledge relevant to own work in the Aboriginal and Torres Strait Islander visual arts industry.

It applies to individuals whose role in the Aboriginal and Torres Strait Islander visual arts industry requires in-depth understanding of the complex and interrelated elements of Aboriginal and Torres Strait Islander cultures, both locally to where they are working and nationally. At this level, a person engages in a largely independent investigation process that informs their professional practice.

Individuals could be working in urban, regional, rural or remote settings. The work environment could involve interactions with artists and their communities in contexts such as cultural/arts centres and cooperatives, commercial and public galleries, museums, retail outlets, community projects, exhibitions, events and festivals.

This unit reflects the diversity of Aboriginal and Torres Strait Islander cultures and visual arts practices. It emphasises the importance of Aboriginal and Torres Strait Islander peoples controlling their own cultural heritage and identity.

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

Unit Sector

Aboriginal and Torres Strait Islander visual arts

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. Consolidate understanding of Aboriginal and Torres Strait Islander cultures	1.1 Research historical and contemporary events and issues and their impacts on Aboriginal and Torres Strait Islander peoples 1.2 Investigate the personal, family and/or community obligations that impact on Aboriginal and Torres Strait Islander visual artists 1.3 Relate research findings to professional practice issues
2. Investigate the cultures of Aboriginal and/or Torres Strait Islander visual artists relevant to own work	2.1 Evaluate ideas and theory about the impact of culture on Aboriginal and/or Torres Strait Islander visual artists 2.2 Use a range of sources of information to research the visual arts practices of Aboriginal and/or Torres Strait Islander visual artists, including relevance to culture 2.3 Extend knowledge of cultural protocols relevant to own work 2.4 Analyse and record information gathered
3. Apply research findings to professional practice	3.1 Access and reference information in a culturally appropriate way, including correct recording of provenance and authenticity of artwork 3.2 Review work practices to ensure they recognise the role of the artist as a family and community member as well as a professional artist, to identify areas for improvement 3.3 Integrate new knowledge into professional practice to support Aboriginal and/or Torres Strait Islander visual artists

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, 1.2, 2.2, 2.3, 3.3	Extends knowledge through extensive research techniques and applies new learning to a range of work practices
Oral Communication	2.1, 2.2, 3.1	Presents complex research information and directs discussions to seek the views and opinions of others by listening and questioning Displays a depth of understanding in a range of contexts related to the industry
Reading	1.1, 1.2, 2.2, 3.1, 3.2	Interprets complex text to determine research information and evaluate work practices
Writing	2.4, 3.1, 3.2, 3.3	Generates detailed text, using sophisticated writing skills to document research findings and work practices
Navigate the world of work	1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.2	Sets own learning challenges, using formal and informal opportunities to develop knowledge and insight into Aboriginal and Torres Strait Islander cultures, visual arts practices and cultural protocols Identifies transferable principles and concepts in knowledge gained Understands how the role of the artist meshes with others and reflects to identify changes in work practices that would improve collective outcomes Recognises cultural protocols in familiar work contexts
Interact with others	2.2, 2.4, 3.3	Identifies relevant information and ideas from oral and written exchanges Demonstrates full command of vocabulary relevant to the context Recognises the value that different perspectives can bring to the work situation
Get the work done	1.3, 2.4, 3.1, 3.2, 3.3	Uses experience to reflect on the ways in which variables impact on decision outcomes Looks for new ideas, drawing on different perspectives to gain insights into current practice and ideas for change Selects and supports new ideas for implementation using clear priorities and criteria

Unit Mapping Information

No equivalent unit.

Links

Companion volumes are available at: - http://www.ibsa.org.au

Assessment Requirements for CUVATS502 Research the cultures of Aboriginal and Torres Strait Islander visual artists

Modification History

Version	Comments
Version 1	This version first released with CUV Arts and Culture Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

gather information from a range of sources, covering multiple topics to ensure a breadth of knowledge

communicate effectively to be able to gather and share relevant information in a culturally appropriate way

record research and work-related information for use by self and others

evaluate work practices that support Aboriginal and/or Torres Strait Islander artists

research and analyse Aboriginal and/or Torres Strait Islander cultures relevant to own work.

Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.

Knowledge Evidence

To complete the unit requirements the individual must:

discuss historical and contemporary events and issues that impact on Aboriginal and Torres Strait Islander peoples

provide examples to describe the relationship between visual arts practice and culture for Aboriginal and/or Torres Strait Islander artists

identify work practices to be improved to better support artists, their families and/or communities

identify culturally appropriate research and work practices

provide examples of the personal, family and/or community obligations that impact on Aboriginal and/or Torres Strait Islander visual artists

outline understanding of the cultures of Aboriginal and/or Torres Strait Islander artists in the context of own work

describe the steps required to ensure correct recording of provenance and authenticity of artwork

explain strategies arts industry professionals use to support Aboriginal and Torres Strait Islander artists

describe the key principles and protocols related to communication with Aboriginal and Torres Strait Islander artists, their families and/or communities.

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 indigenous visual arts industry field of work and include access to:

an actual workplace or simulated environment

Aboriginal and/or Torres Strait Islander visual art, artists and/or their communities.

Culturally appropriate processes and techniques suited to the language and literacy capacity of learners and the work being performed must be used.

Local cultural knowledge is necessary to achieve competency in this unit.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion volumes are available at: - http://www.ibsa.org.au

CUVATS503 Work effectively with Aboriginal and Torres Strait Islander visual artists and their communities

Modification History

Version	Comments
Version 1	This version first released with CUV Arts and Culture Training Package Version 1.0.

Application

This unit describes the performance outcomes, skills and knowledge required to build working relationships with Aboriginal and/or Torres Strait Islander artists and their communities in a culturally appropriate manner.

It applies to individuals who work as practitioners, administrators or managers in the Aboriginal and Torres Strait Islander visual arts industry, the arts industry generally, or other associated industries. Individuals could be working in urban, regional, rural or remote settings. The work environment could involve interactions with artists and their communities in contexts such as cultural/arts centres and cooperatives, commercial and public galleries, museums, retail outlets, community projects, exhibitions, events and festivals.

This unit reflects the diversity of Aboriginal and Torres Strait Islander cultures and visual arts practices. It emphasises the importance of Aboriginal and Torres Strait Islander peoples controlling their own cultural heritage and identity.

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

Unit Sector

Aboriginal and Torres Strait Islander visual arts

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 impacts of Aboriginal and Torres Strait Islander history	1.1 Discuss historical and contemporary events and issues and their impacts on Aboriginal and Torres Strait Islander peoples 1.2 Identify factors that continue to impact on urban, regional, rural and remote Aboriginal and Torres Strait Islander artists and their communities 1.3 Analyse how identified factors impact on professional practice issues
2. Develop knowledge of cultural practices and artists’ rights	2.1 Use sources of information to extend knowledge of cultural protocols related to local Aboriginal and Torres Strait Islander communities 2.2 Expand knowledge of the diversity of Aboriginal and Torres Strait Islander visual arts practices and how they relate to culture 2.3 Evaluate work practices to ensure they are culturally safe and support artists’ rights 2.4 Identify potential dishonest, misleading or deceptive conduct related to Aboriginal and Torres Strait Islander visual artists and their communities
3. Communicate effectively with artists and their communities	3.1 Recognise potential communication issues related to working with Aboriginal and/or Torres Strait Islander artists and their communities 3.2 Plan and document communication strategies that integrate cultural protocols, involving stakeholders internal and external to the community 3.3 Engage the services of language interpreters, colleagues and/or cultural brokers to ensure fair and ethical work practices
4. Build and maintain partnerships with artists and their communities	4.1 Identify key issues that influence professional partnerships with Aboriginal and Torres Strait Islander artists and their communities 4.2 Promote work practices that are based on mutual respect, inclusivity and self-determination 4.3 Record effective strategies that foster true partnerships with Aboriginal and Torres Strait Islander artists and their communities
5. Represent artists and their communities	5.1 Seek permission and advice to work with artists and their artwork according to cultural protocols 5.2 Consult with Aboriginal and/or Torres Strait Islander artists and their communities to determine culturally appropriate ways to promote, exhibit and display artwork 5.3 Address potential barriers to fair and ethical representation and Aboriginal and Torres Strait Islander control of cultural heritage

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	2.1, 2.2	Extends knowledge of visual arts practices and cultural protocols using a range of sources of information
Oral Communication	1.1, 2.1, 5.1, 5.2	Presents complex information and directs discussions to seek the views and opinions of others by listening and questioning in a culturally appropriate way Displays a depth of understanding in a range of contexts related to the industry
Reading	2.1, 2.2	Evaluates complex text to gather information on cultural protocols and visual arts practices
Writing	3.2, 4.3	Documents complex text related to summarising in-depth knowledge and work practices
Navigate the world of work	1.1, 1.2, 1.3, 2.1, 2.2, 3.3, 5.1	Uses formal and informal opportunities to develop knowledge and insight and reflects on professional practice Understands legal rights, responsibilities and cultural protocols applicable across work contexts
Interact with others	3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 5.2	Recognises and applies the protocols governing what to communicate, with whom and how in a range of work contexts Recognises the importance of taking audience, purpose and contextual factors into account Recognises the importance of building rapport and collaborates to achieve joint outcomes Promotes better understanding of different values and beliefs Reflects on behaviours that contribute to conflict
Get the work done	1.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3	Uses increasing understanding of context to identify relevant information, risks and alternative strategies

Unit Mapping Information

No equivalent unit.

Links

Companion volumes are available at: - http://www.ibsa.org.au

Assessment Requirements for CUVATS503 Work effectively with Aboriginal and Torres Strait Islander visual artists and their communities

Modification History

Version	Comments
Version 1	This version first released with CUV Arts and Culture Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop at least two culturally respectful and professional partnerships with an Aboriginal and/or Torres Strait Islander artist and/or community

record organisational strategies to build and maintain partnerships with Aboriginal and/or Torres Strait artists and their communities.

Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.

Knowledge Evidence

To complete the unit requirements the individual must:

summarise the range of historical, cultural and social events and issues (past and present) that impact on Aboriginal and Torres Strait Islander peoples

differentiate between factors that impact on urban, regional, rural and remote Aboriginal and Torres Strait Islander artists and their communities

identify fair and ethical work practices that support Aboriginal and Torres Strait Islander artists and their communities

explain the following terms:

community control

self-determination

cultural safety

describe the role and local availability of language interpreters and cultural brokers

explain effective communication and consultation strategies relevant to working with Aboriginal and/or Torres Strait Islander artists and their communities

explain the key principles and protocols for using indigenous cultural material, and interacting with Aboriginal and Torres Strait Islander artists and their communities

identify sources of current information relevant to the local, regional, national and global indigenous visual arts industry

discuss the diversity of Aboriginal and Torres Strait Islander visual arts practice and its cultural significance

provide examples of dishonest, misleading or deceptive conduct related to Aboriginal and Torres Strait Islander artists and their communities

outline key legislation, codes and/or regulations that affect artists’ rights.

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 indigenous visual arts industry field of work and include access to:

an actual workplace or simulated environment

Aboriginal and/or Torres Strait Islander visual art, artists and/or their communities.

Culturally appropriate processes and techniques suited to the language and literacy capacity of learners and the work being performed must be used.

Local cultural knowledge is necessary to achieve competency in this unit.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion volumes are available at: - http://www.ibsa.org.au

CUVCER201A Develop ceramic skills

Modification History

Version	Comments
CUVCER201A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use basic ceramic techniques to produce ceramic work from simple design concepts.

Application of the Unit

People with little or no ceramics experience apply the skills and knowledge outlined in this unit. Typically they are embarking on a career in visual arts or a related area of creative practice and may have acquired general design, drawing or craft skills either at school or through self-directed learning and experimentation.

At this level, supervision and guidance would usually be provided.

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. Prepare ceramic resources	1.1 Identify and obtain tools, equipment and materials for ceramics work 1.2 Prepare tools, equipment and materials according to workplace procedures and safety requirements 1.3 Set up a safe work space with guidance from key people
2. Use and test ceramic techniques	2.1 View a range of ceramic work in different styles and discuss with others how effects are achieved 2.2 Match potential techniques to the ideas for the work with the assistance of key people 2.3 Test nominated techniques to determine the effects they achieve 2.4 Calculate correct quantities of materials required and minimise waste where possible 2.5 Safely use selected techniques to produce ceramic work 2.6 Clean and store tools, equipment and materials according to safety requirements and specific needs of different items
3. Make plans to develop skills	3.1 Seek feedback on ceramic work from key people 3.2 Respond positively to feedback and identify key areas for improvement 3.3 Review different opportunities to build own skills and select suitable options

Required Skills and Knowledge

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

Required skills

communication skills to:

discuss the process for producing ceramics with others

understand and follow instructions

learning skills to:

improve techniques for producing ceramics through practice

respond appropriately to feedback

literacy skills to read product and equipment safety labels

numeracy skills to calculate quantities of materials

planning and organising skills to prepare and set up resources and work space.

Required knowledge

materials, tools and equipment commonly used for ceramics

major styles of ceramics and the work of key practitioners relevant to individual area of interest

typical work space and equipment requirements for the production of different types of ceramics

cleaning and maintenance techniques for tools and equipment used in ceramics

elements and principles of design – what they are and what they mean

intellectual property considerations for any person making creative work

ways of minimising waste in the use of ceramics’ tools, materials and equipment

OHS procedures that apply to ceramics work.

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: produce multiple ceramic pieces where the techniques and materials support the ideas for the work apply knowledge of ceramics tools, equipment and materials.
Context of and specific resources for assessment	Assessment must ensure access to: tools, equipment and materials used in ceramic work.
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 observation of work in progress questioning and discussion of the candidate’s intentions and work outcome review of portfolios of evidence review of third-party reports from experienced practitioners. 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: CUVPRP201A Make simple creative work.

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.

Tools and equipment may include:	banding wheel brushes carving tools kilns: electric, gas or raku kiln equipment knives and blades protective clothing rolling pins or other rollers spatulas tape measures tongs.
Materials may include:	glazes oxides range of clays.
Workplace procedures may relate to:	cost control process-specific procedures recycling safety use of materials.
Key people may include:	arts practitioners mentors supervisors teachers.
Techniques would generally be quite limited in nature and may include:	applied surface treatments firing techniques handbuilding, such as: coiling pinching slab-roll methods moulding subtractive surface treatments, such as: impressing incising inlaying with other clays piercing stamping wedging clay to remove air.
Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Process used to test techniques may include:	experimenting directly with work in progress exploring techniques by making practice pieces making samples using nominated techniques.

Unit Sector(s)

Visual communication – ceramics

CUVDIG201A Develop digital imaging skills

Modification History

Version	Comments
CUVDIG201A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use basic techniques to work with digital images.

Application of the Unit

People with little or no experience in working with digital images apply the skills and knowledge outlined in this unit. Typically they are embarking on a career in visual arts or a related area of creative practice and may have acquired skills in using digital imaging software for general design or drawing purposes either at school or through self-directed learning and experimentation.

At this level, they are applying basic techniques to produce digital images from simple design concepts. Supervision and guidance would usually be provided.

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. Prepare digital imaging resources	1.1 Identify and obtain digital imaging tools, equipment and materials 1.2 Prepare tools, equipment and materials according to workplace procedures and safety requirements 1.3 Set up a safe work space with guidance from key people
2. Use and test digital imaging techniques	2.1 View a range of digital images in different styles and discuss with others how effects are achieved 2.2 Match potential techniques to the ideas for the work with the assistance of key people 2.3 Test nominated techniques to determine the effects they achieve 2.4 Safely use selected techniques to produce digital images 2.5 Calculate correct quantities of materials required and minimise waste where possible 2.6 Clean and store tools, equipment and materials according to safety requirements and specific needs of different items
3. Make plans to develop skills	3.1 Seek feedback on digital imaging work from key people 3.2 Respond positively to feedback and identify key areas for improvement 3.3 Review different opportunities to build own skills and select suitable options

Required Skills and Knowledge

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

Required skills

communication skills to:

discuss the process for producing digital imaging with others

understand and follow instructions

learning skills to:

improve techniques for producing digital images through practice

respond appropriately to feedback

literacy skills to read product and equipment safety labels

numeracy skills to calculate quantities of materials

planning and organising skills to prepare and set up resources and work space.

Required knowledge

materials, tools and equipment commonly used for digital imaging

major styles of digital imaging and the work of key practitioners relevant to individual area of interest

typical work space and equipment requirements for the production of different types of digital images

cleaning and maintenance techniques for tools and equipment used in producing digital images

elements and principles of design – what they are and what they mean

intellectual property considerations for any person making creative work

ways of minimising waste in the use of digital imaging tools, materials and equipment

OHS procedures that apply to digital imaging work.

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: produce a series of digital images where the techniques and materials support the idea for the work apply knowledge of materials and equipment used in digital imaging work.
Context of and specific resources for assessment	Assessment must ensure access to: equipment and materials used in digital imaging work.
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 observation of digital imaging work in progress questioning and discussion of candidate’s intentions and work outcome review of portfolios of evidence review of third-party reports from experienced practitioners. 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: CUVPRP201A Make simple creative work.

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.

Tools and equipment may include:	computer digital camera digital imaging software guillotine output device scanner.
Materials may include:	a range of papers for printing hard copy source material, such as: magazine clippings paintings photos.
Workplace procedures may relate to such things as:	cost control recycling reporting safety.
Key people may include:	arts practitioners mentors supervisors teachers.
Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Process used to test techniques may include:	further practice with techniques to acquire, manipulate and print images while also manipulating variables, such as: brightness colour depth contrast resolution producing samples.
Techniques would generally be quite limited in nature and may include:	acquiring images: from the internet through digital photography through scanning manipulating images using basic features of imaging software outputting images in appropriate file formats: GIF JPEG PDF PICT PNG PSD TIFF printing hard copies of images uploading images to the internet.

Unit Sector(s)

Visual communication – digital content and imaging

CUVDRA201A Develop drawing skills

Modification History

Version	Comments
CUVDRA201A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use basic drawing techniques to produce creative work. This unit relates to drawing as an art form and therefore differs from units that focus on drawing as a visual representation tool.

Application of the Unit

People with little or no drawing experience apply the skills and knowledge outlined in this unit. Typically they are embarking on a career in visual arts or a related area of creative practice and may have acquired general design or drawing skills either at school or through self-directed learning and experimentation.

At this level, they are applying basic techniques to produce drawings from simple ideas. Supervision and guidance would usually be provided.

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. Prepare drawing resources	1.1 Identify and obtain drawing tools, equipment and materials 1.2 Prepare tools, equipment and materials according to workplace procedures and safety requirements 1.3 Set up a safe work space with guidance from key people
2. Use and test drawing techniques	2.1 View a range of drawings in different styles and discuss with others how effects are achieved 2.2 Match potential techniques to the ideas for the work with the assistance of key people 2.3 Test nominated techniques to determine the effects they achieve 2.4 Safely use selected techniques to produce drawings 2.5 Calculate correct quantities of materials required and minimise waste where possible 2.6 Clean and store tools, equipment and materials according to safety requirements and specific needs of different items
3. Make plans to develop skills	3.1 Seek feedback on drawing work from key people 3.2 Respond positively to feedback and identify key areas for improvement 3.3 Review different opportunities to build own skills and select suitable options

Required Skills and Knowledge

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

Required skills

communication skills to:

discuss the process for producing drawings with others

understand and follow instructions

learning skills to:

improve techniques for producing drawings through practice

respond appropriately to feedback

literacy skills to read product and equipment safety labels

numeracy skills to calculate quantities of materials

planning and organising skills to prepare and set up resources and work space.

Required knowledge

materials, tools and equipment commonly used for drawing

major styles of drawing and the work of key practitioners relevant to individual area of interest

typical work space and equipment requirements for the production of different types of drawings

cleaning and maintenance techniques for tools and equipment used in drawing

elements and principles of design – what they are and what they mean

intellectual property considerations for any person making creative work

ways of minimising waste in the use of drawing tools, equipment and materials

OHS procedures that apply to drawing work.

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: produce drawings where the techniques and materials support the ideas for the work apply knowledge of drawing tools, equipment and materials.
Context of and specific resources for assessment	Assessment must ensure access to: equipment and materials used to produce drawings.
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 observation of drawings in progress questioning and discussion of the candidate’s intentions and work outcome review of portfolios of evidence review of third-party reports from experienced practitioners. 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: CUVPRP201A Make simple creative work.

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.

Tools and equipment may include:	brushes crayons electronic equipment and accessories pencils pens rags scrapers spatulas sponges sticks.
Materials may include:	chalks charcoal crayons ink and wash papers pastels watercolour.
Workplace procedures may relate to such things as:	cost control process-specific procedures recycling reporting safety use of materials.
Key people may include:	arts practitioners mentors supervisors teachers.
Ideas may be influenced by:	elements and principles of design subject matter or theme for the work, such as: built environment identity land and place natural world political, cultural and social issues the body spiritual concerns.
Process used to test techniques may include:	experimenting directly with work in progress exploring techniques by making practice pieces making samples using nominated techniques.
Techniques would generally be quite limited in nature and may include:	digital drawing techniques basic use of: linear marks of differing intensity and character linear marks to produce illusion of three-dimensional (3-D) form simple linear perspective through the use of a vanishing point tonal range to produce illusion of a 3-D form.

Unit Sector(s)

Visual communication – drawing

CUVIND401A Communicate effectively with arts professionals

Modification History

Version	Comments
CUVIND401A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to communicate effectively with a range of arts professionals about cultural and business activities.

Application of the Unit

Practitioners, administrators or managers who work with a broad range of arts professionals apply the skills and knowledge in this unit. They could be working in the public or private sector and they could be interacting with arts professionals in contexts such as community projects, exhibitions, events or festivals.

This work is carried out under limited supervision.

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. Determine communication requirements	1.1 In consultation with relevant personnel, identify arts professionals with whom communication is needed 1.2 Clarify the type of information needed from the perspective of both parties 1.3 Gather information to support the communication process
2. Exchange information with arts professionals	2.1 Organise mutually convenient interactions with arts professionals 2.2 Communicate purpose and expected outcomes of interactions with arts professionals 2.3 Present information in formats appropriate to contexts and within required timeframes 2.4 Seek information from arts professionals to meet identified needs within required timeframes 2.5 Establish rapport with arts professionals using verbal and non-verbal communication processes 2.6 Identify and act on potential barriers to effective communication with arts professionals
3. Establish and maintain professional relationships	3.1 Establish relationships in a manner that promotes goodwill and trust between own organisation and arts professionals 3.2 Build trust and respect in business relationships through use of effective communication skills and techniques 3.3 Identify and take up opportunities to maintain regular contact with arts professionals 3.4 Proactively seek and act on information needed to maintain sound business relationships 3.5 Honour agreements within the scope of individual responsibility 3.6 Nurture relationships through regular contact and use of effective interpersonal and communication styles

Required Skills and Knowledge

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

Required skills

communication skills to:

discuss and negotiate issues with arts professionals in a mutually beneficial way

relate to people from diverse backgrounds and people with diverse abilities

work collaboratively with others to establish rapport and build relationships with arts professionals

initiative and enterprise skills to view issues from the perspective of others and to anticipate reactions accordingly

planning and organising skills to:

gather information required for interaction with arts professionals in a logical way

organise interactions with others in a timely fashion

self-management skills to develop and manage own professional relationships.

Required knowledge

different roles of arts professionals and how they relate to a range of arts organisations

different contexts in which arts professionals operate

typical communication requirements between arts organisations and arts professionals

principles and techniques for effective communication and networking

sources of information about arts organisations and arts professionals.

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: develop and engage in informed and appropriate arts industry communication for arts industry projects apply effective interpersonal and communication skills apply knowledge of types of professional communications required in the arts industry.
Context of and specific resources for assessment	Assessment must ensure: access to information relating to arts organisations and arts professionals interaction with others to reflect the communication aspects of the unit.
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: evaluation of approaches taken by the candidate for specific projects oral or written questioning to assess knowledge of a specific arts context review of reports prepared by the candidate about communication approach taken for a specific project review of portfolios of evidence review of third-party reports from experienced practitioners. 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: BSBCRT402A Collaborate in a creative process.

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:	CEOs clients colleagues industry practitioners managers personnel associated with: funding bodies government departments or agencies local councils media outlets other arts organisations sponsors.
Arts professionals may be associated with:	collectives and cooperatives community-based and Indigenous organisations festivals galleries government departments museums not-for-profit and/or government-funded arts organisations performance spaces studio and media-based practices theatres.
Information may relate to:	audience demographics competitions conceptual vision of the organisation and its impact on service provision context of the arts organisation events, such as lectures and talks funding applications and allocations loaning or borrowing of work marketing strategies organisational and administrative practices publications record and document requirements, such as: consignment notes financial statements space usage specific arts professionals: historical contexts their practices techniques, methods and practices timetabling and schedules.
Interactions may be written or verbal, formal or informal, and may include:	appointments meetings visits to: museums galleries theatres studios institutions rescheduling or moving to a more convenient space.
Outcomes may relate to:	arrangements for acquisition of work and associated documentation contracts decision not to proceed decision to proceed at a later date decision to proceed with that arts professional’s work financial accountability financial arrangements and payments identification of other arts professionals to approach identification of other networking opportunities invitation to meet again at a future time, when closer match between arts professional and arts organisation may be possible marketing promotion public relations referral of arts professional elsewhere.
Verbal communication processes may include:	articulation clarity of speech feedback language listening skills open questions questioning skills voice modulation voice projection.
Non-verbal communication processes may include:	active listening body language, including body orientation and gestures, and posture clothing colour distance facial expression grooming music sound touching voice.
Barriers to effective communication may include:	acting on false assumptions and stereotypes cultural differences not being addressed educational differences not being addressed failure to prominently display contact details in all communications provided to the client inappropriate word choice ineffective non-verbal communication lack of 'contact us' forms or pages on websites lack of distribution of reply paid cards or envelopes in mail-outs lack of voice modulation and articulation limited opening hours of call centres or offices not listening actively organisational factors physical, personal, gender and age differences not being addressed.
Ways to establish relationships may involve:	approaching selected arts professionals organising interviews, meetings or other gatherings responding to unsolicited approaches telephone, newsletters and the internet attending networking events.
Opportunities may include:	attendance at industry events meetings regular face-to-face or other communication seminars.

Unit Sector(s)

Industry capability – industry context

CUVIND501B Maintain and apply creative arts industry knowledge

Modification History

Version	Comments
CUVIND501B	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to maintain industry knowledge and manage own professional practice within the creative arts industry.

Application of the Unit

This unit addresses the research, analysis, application and maintenance of information relevant to work roles within the creative arts industry. It involves industry structures and operations, employment obligations and opportunities, industry trends and emerging technologies, and industry laws and regulations. The unit also addresses effective monitoring and participation in industry networks.

This unit underpins effective performance within the creative arts industry sectors and requires an advanced application of creative arts industry knowledge. Basic and intermediate applications of creative arts industry knowledge are addressed in the unit CUFIND201A Develop and apply creative arts industry knowledge

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. Research and apply industry information	1.1 Research the structure and operation of the creative arts industries using appropriate sources 1.2 Research employment obligations and opportunities within the creative arts industries using appropriate sources 1.3 Monitor trends and emerging technologies within the creative arts industries using appropriate sources 1.4 Research laws and regulations affecting the creative arts industries using appropriate sources 1.5 Analyse, critique and share industry information with relevant personnel to assist own decision making and contingency planning 1.5 Evaluate currency and credibility of information sources and ensure research scope is sufficiently broad 1.6 Maintain accurate and comprehensive details of information sources
2. Maintain effective industry networks	2.1 Participate in networks and associations to maintain high standards of professional practice 2.2 Use network strategies to establish and maintain relationships that enhance own professional practice 2.3 Maintain dialogue with networks to maximise industry contacts and ensure currency and credibility of industry knowledge 2.4 Communicate benefits of network participation to relevant personnel
3. Enhance professional practice	3.1 Seek feedback from relevant personnel to identify professional development opportunities 3.2 Participate in professional development activities to improve work performance and ensure currency of industry knowledge 3.3 Use industry affiliations and strategic alliances to support and maintain professional practice

Required Skills and Knowledge

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

Required skills

communication skills to:

obtain and interpret information to ensure currency of work practice

share industry information with colleagues and peers

work effectively in a team and acknowledge cultural protocols

learning skills to:

identify opportunities to maintain and enhance industry knowledge

identify own knowledge and information needs

seek feedback and integrate constructive advice into own professional practice

literacy skills to read and understand industry information and terminology

numeracy skills to interpret relevant technical data

planning and organising skills to monitor own work and introduce strategies to improve performance

technology skills to access and download industry information.

Required knowledge

the following areas and how they apply to day-to-day work activities, in relation to the particular creative arts industry sector in which knowledge is being assessed:

industry structure and operation

employment obligations and opportunities

laws and regulations

trends and emerging technologies

key creative arts industry terminology

copyright, moral rights, intellectual property and legislation and their impact on the creative arts industry

protocols and ethics as they apply to the creative arts industry

impact of technological convergence in the creative arts industry

nature, role and functions of unions and employer associations, including rights and responsibilities of employers and employees

OHS requirements relevant to particular work contexts

sources of information on the creative arts industry and ways of maintaining current industry knowledge.

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: research, analyse, critique and apply industry information maintain effective industry networks enhance professional practice.
Context of and specific resources for assessment	Assessment must ensure: access to: a range of relevant and current creative arts industry information materials an appropriate environment to enhance professional practice appropriate technology to research and apply creative arts industry information relevant creative arts industry networks, including opportunity for collaboration appropriate learning and assessment support when required the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the candidate 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: case studies to assess candidate’s ability to research industry information and apply knowledge to different contexts and situations direct observation of candidate analysing, critiquing and sharing industry information problem-solving activities to assess candidate’s critical thinking skills review of third-party reports from experienced practitioners oral or written questioning to assess knowledge of technical or context issues that impact on professional practice in a given industry context. 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. It should be noted that this unit underpins effective performance in all creative arts industry work practices, and as such could be assessed in conjunction with other operational and technical units at an equivalent level.

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.

Structure and operation may include:	economic, historical and social significance of the creative arts industry creative arts industry sectors and their products, services, revenue flow and interrelationships local, regional, national and international creative arts enterprises major industry bodies and associations markets and distribution channels for products and services prominent creative arts practitioners and practices relationship with other industries working arrangements within the industry.
Creative arts industries may include:	entertainment film, television, radio and interactive digital media museums and library services music visual arts, craft and design.
Appropriate sources may include:	attending creative arts industry events, such as community activities, conferences, conventions, exhibitions, expositions, festivals, functions, performances and trade fairs electronic and print media, including articles, journals, magazines, news, reviews and subscriptions government publications, including legislation, policy and procedures manuals industrial relations publications, including bulletins, letters, magazines and newsletters industry publications, including induction kits, information sheets, reference books and technical publications internet libraries and archives (text, film, video, sound and graphic) lifestyle and contemporary issues magazines museums, galleries and studios peak copyright organisations personal observations and experience professional competitions and awards professional development activities, such as conferences, master classes, seminars, symposiums, training programs and workshops retail or wholesale suppliers of products and services.
Employment obligations and opportunities may include:	career opportunities and career paths codes of conduct and codes of ethics employer bodies and professional associations employment conditions employment contracts and job descriptions industrial relations issues roles, responsibilities and employment rights of individuals and contracted freelance workers union membership.
Trends and emerging technologies may include:	advances in any type of equipment or technology used within the industry changing nature of the marketplace, including marketing and production of products and services cultural protocols funding policies government initiatives historical, emerging and predicted trends importing and exporting issues industrial relations industry contraction and expansion insurance issues likely effects of new technology on current work practices and structure of the industry sources of technical advice and support taxation issues ways of upgrading skills to allow for the use of new technology.
Laws and regulations may include:	anti-discrimination consumer protection contempt of court and parliament copyright, moral rights, intellectual property, licensing and royalty defamation duty of care environmental issues equal employment opportunity importing and exporting industrial relations laws and awards insurance libel obscenity OHS plagiarism privacy legislation racial vilification slander taxation.
Relevant personnel may include:	agents artist managers colleagues and peers community representatives copyright and legal representatives current industry practitioners employee association (union) representatives industry association representatives industry managers mentors professionals from allied areas speakers at conferences and seminars.
Networks and associations may include:	advisory committees chambers of commerce community organisations government agencies industry sector committees lobby groups local councils professional industry associations project-specific consultative and reference groups specific interest or support groups suppliers unions work teams.
Network strategies may include:	association and society membership attending seminars distributing materials individual marketing maintaining regular contact participating in conferences.

Unit Sector(s)

Industry capability – industry context

CUVLLN201 Use basic measuring and calculating skills

Modification History

Version	Comments
Version 1	This version first released with CUV Arts and Culture Training Package Version 1.0.

Application

This unit describes the performance outcomes, skills and knowledge to measure quantities in standard units and carry out basic calculations involving these quantities.

It applies to individuals who wish to develop their basic numeracy skills in support of them entering or working in the Aboriginal and Torres Strait Islander visual arts industry. Skill development at this level will generally require assistance from a support person.

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

Unit Sector

Aboriginal and Torres Strait Islander visual arts

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the Range of Conditions section.
1. Select appropriate measurement method	1.1 Confirm measurement requirements 1.2 Determine correct unit of quantity related to measurement requirements 1.3 Select appropriate measuring equipment
2. Obtain measurements	2.1 Identify and use measuring technique appropriate to task 2.2 Take accurate measurements
3. Carry out simple calculations with measurements	3.1 Determine information to be calculated according to requirements 3.2 Complete calculations involving quantities, using the appropriate mathematical operation 3.3 Check accuracy of calculations 3.4 Communicate and record information as required, including appropriate use of symbols for units of measurement

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	3.4	Produces text using simple conventions
Numeracy	1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4	Identifies and comprehends relevant information Selects and uses a range of measurement techniques and equipment to make accurate measurements Uses formal and informal oral and written mathematical language and representation to communicate measurements and calculations
Interact with others	1.1, 3.1, 3.4	Identifies the main mathematical information from oral and written communication Uses appropriate vocabulary and symbols
Get the work done	1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4	Plans and implements routine measurements Makes decisions in familiar measurement situations Applies standard solutions to problem solving and reviews outcomes to check for accuracy Uses the main functions of common digital tools to complete measurement and calculation tasks

Unit Mapping Information

No equivalent unit.

Links

Companion volumes are available at: - http://www.ibsa.org.au

Assessment Requirements for CUVLLN201 Use basic measuring and calculating skills

Modification History

Version	Comments
Version 1	This version first released with CUV Arts and Culture Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

apply problem-solving skills to measurement and calculation requirements and information

measure quantities accurately using appropriate measuring equipment

record measurements and calculations using appropriate symbols for units of measurement

apply simple mathematical operations:

addition

subtraction

multiplication

division

complete basic calculations using ‘in the head’ method and pen and paper

use a calculator or digital tool to complete basic calculations.

Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.

Knowledge Evidence

To complete the unit requirements the individual must:

identify the correct measuring equipment related to a unit or quantity

read numbers, including fractions and decimals

explain the use of the decimal point

list metric units of measurement relevant to own work

recognise common mathematical symbols used in mathematical operations and related to units of measurement.

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 should be typical of those experienced in the field of work where measurements and calculations are undertaken, and include access to:

measuring equipment

a calculator and/or digital tools.

Culturally appropriate processes and techniques suited to the language and literacy capacity of learners and the work being performed must be used.

Local cultural knowledge is necessary to achieve competency in this unit.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion volumes are available at: - http://www.ibsa.org.au

CUVPAI201A Develop painting skills

Modification History

Version	Comments
CUVPAI201A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use basic painting techniques to produce creative work.

Application of the Unit

People with little or no painting experience apply the skills and knowledge outlined in this unit. Typically they are embarking on a career in visual arts or a related area of creative practice and may have acquired general design, drawing or painting skills either at school or through self-directed learning and experimentation.

At this level, they are applying basic techniques to produce paintings from simple ideas. Supervision and guidance would usually be provided.

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. Prepare painting resources	1.1 Identify and obtain painting tools, equipment and materials 1.2 Prepare tools, equipment and materials according to workplace procedures and safety requirements 1.3 Set up a safe work space with guidance from key people
2. Use and test painting techniques	2.1 View a range of paintings in different genres and styles and discuss with others how effects are achieved 2.2 Match potential techniques to the ideas for the work with the assistance of key people 2.3 Test nominated techniques to determine the effects they achieve 2.4 Safely use selected techniques to produce paintings 2.5 Calculate correct quantities of materials required and minimise waste where possible 2.6 Clean and store tools, equipment and materials according to safety requirements and specific needs of different items
3. Make plans to develop skills	3.1 Seek feedback on painting work from key people 3.2 Respond positively to feedback and identify key areas for improvement with the assistance of others 3.3 Review different opportunities to build own skills and select suitable options

Required Skills and Knowledge

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

Required skills

communication skills to:

discuss the process for producing paintings with others

understand and follow instructions

learning skills to:

improve techniques for producing paintings through practice

respond appropriately to feedback

literacy skills to read product and equipment safety labels

numeracy skills to calculate quantities of materials

planning and organising skills to prepare and set up resources and work space.

Required knowledge

materials, tools and equipment commonly used for painting

major genres and styles of painting and the work of key practitioners relevant to individual area of interest

typical work space and equipment requirements for the production of different types of paintings

cleaning and maintenance techniques for tools and equipment used in painting

elements and principles of design – what they are and what they mean

intellectual property considerations for any person making creative work

ways of minimising waste in the use of painting tools, materials and equipment

OHS procedures that apply to painting work.

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: produce at least one painting where the techniques and materials support the idea for the work apply knowledge of painting tools, equipment and materials.
Context of and specific resources for assessment	Assessment must ensure access to: tools, equipment and materials used to produce paintings.
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 observation of paintings in progress questioning and discussion of the candidate’s intentions and work review of portfolios of evidence review of third-party reports from experienced practitioners. 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: CUVPRP201A Make simple creative work.

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.

Tools and equipment may include:	brushes knives rags rollers scrapers spatulas sponges sticks.
Materials may include:	acrylic paints bark canvas cardboard fabric glues impasto natural ochres paper perspex tempera watercolour wood.
Workplace procedures may relate to such things as:	process-specific procedures recycling safety use of materials.
Key people may include:	artists mentors peers supervisors teachers.
Painting in different genres and styles may include:	genres: everyday scenes (genre painting) history landscape portraiture still life styles: encaustic fresco gouache ink and wash oil panel tempera watercolour.
Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Process used to test techniques may include:	exploring techniques by making practice pieces making samples using nominated techniques testing techniques directly with work in progress.
Techniques would generally be quite limited in nature and may include:	basic use of: application of a particular colour range and linear work to produce expressive paintings linear marks of different intensity and character paint application to produce tactile surfaces use of a range of brushes to achieve different lines and strokes use of colour and tone to create illusion of forms in space use of positive and negative space variation in paint application.

Unit Sector(s)

Visual communication – painting

CUVPRI201A Develop printmaking skills

Modification History

Version	Comments
CUVPRI201A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use basic printmaking techniques to produce creative work.

Application of the Unit

People with little or no printmaking experience apply the skills and knowledge outlined in this unit. Typically they are embarking on a career in visual arts or a related area of creative practice and may have acquired general design, drawing or craft skills either at school or through self-directed learning and experimentation.

At this level, they are applying basic techniques to produce prints from simple design concepts. Supervision and guidance would usually be provided.

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. Prepare printmaking resources	1.1 Identify and obtain printing tools, equipment and materials 1.2 Prepare tools, equipment and materials according to workplace procedures and safety requirements 1.3 Set up a safe work space with guidance from key people
2. Use and test printmaking techniques	2.1 View a range of prints in different styles and discuss with others how effects are achieved 2.2 Match potential techniques to the ideas for the work with the assistance of key people 2.3 Test nominated techniques to determine the effects they achieve 2.4 Safely use selected techniques to produce prints 2.5 Calculate correct quantities of materials required and minimise waste where possible 2.6 Clean and store tools, equipment and materials according to safety requirements and specific needs of different items
3. Make plans to develop skills	3.1 Seek feedback on printmaking work from key people 3.2 Respond positively to feedback and identify key areas for improvement 3.3 Review different opportunities to build own skills and select suitable options

Required Skills and Knowledge

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

Required skills

communication skills to:

discuss the process for producing prints with others

understand and follow instructions

learning skills to:

improve techniques for producing prints through practice

respond appropriately to feedback

literacy skills to read product and equipment safety labels

numeracy skills to calculate quantities of materials

planning and organising skills to prepare and set up resources and work space.

Required knowledge

materials, tools and equipment commonly used for printmaking

major styles of printmaking and the work of key practitioners relevant to individual area of interest

typical work space and equipment requirements for the production of different types of prints

cleaning and maintenance techniques for tools and equipment used in printmaking

elements and principles of design – what they are and what they mean

intellectual property considerations for any person making creative work

ways of minimising waste in the use of printmaking tools, materials and equipment

OHS procedures that apply to printmaking work.

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: produce multiple prints where the techniques and materials support the ideas for the work apply knowledge of printmaking tools, equipment and materials.
Context of and specific resources for assessment	Assessment must ensure access to: equipment and materials used to produce prints.
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 observation of printmaking work in progress questioning and discussion of the candidate’s intentions and work outcome review of portfolios of evidence review of third-party reports from experienced practitioners. 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: CUVPRP201A Make simple creative work.

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.

Tools may include:	brushes burnishers carving tools engraving tools knives scissors scrapers.
Equipment may include:	barens blankets presses protective clothing rollers screens squeegees.
Materials may include:	inks: oil water-based pigments printing surfaces: fabric papers watercolours.
Workplace procedures may relate to:	cost control process-specific procedures recycling reporting safety use of materials.
Key people may include:	arts practitioners mentors supervisors teachers.
Prints may be:	editions series unique states.
Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Process used to test techniques may include:	experimenting directly with work in progress exploring techniques by making practice pieces making samples using nominated techniques.
Techniques would generally be quite limited in nature and may include:	monotype printing relief printing: lino woodblock silkscreen printing stamping.

Unit Sector(s)

Visual communication – printmaking

CUVPRP203A Store finished creative work

Modification History

Version	Comments
CUVPRP203A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to complete activities for the storage of finished creative work.

Application of the Unit

Individuals who handle and store any type of creative work apply the skills and knowledge in this unit. They could be handling their own work, or operating in an artist-run studio, gallery, exhibition space or educational institution. At this level, work is usually undertaken under supervision.

More complex skills associated with selecting and organising works for storage are covered in CUVPRP403A Select and organise finished work for storage.

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. Prepare to store work	1.1 Identify work for storage in consultation with appropriate people 1.2 Clarify factors that need to be taken into account when storing work 1.3 Identify action that needs to be taken prior to storing finished work 1.4 Identify suitable storage areas 1.5 Organise or obtain materials required for storage preparation
2. Complete storage tasks	2.1 procedures to prepare finished work for storage 2.2 Handle work safely and in a manner that maintains the integrity of the work 2.3 Use safe manual handling procedures to avoid injury or damage 2.4 Promptly identify any problems, take action within scope of individual responsibility or refer to appropriate people 2.5 Complete storage documentation as required

Required Skills and Knowledge

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

Required skills

communication skills to clarify verbal and written instructions related to the storage of works

initiative and enterprise skills to take appropriate action if problems arise during the storage process

literacy skills to:

read product descriptions and material handling procedures

complete routine workplace documentation

numeracy skills to:

take basic measurements

calculate quantity of protective and/or storage materials required

planning and organising skills to:

complete processes

follow procedures in a logical and timely fashion

self-management skills to complete storage tasks on time.

Required knowledge

fundamental archival principles and values

basic requirements for storing finished works relevant to the type of work being stored

security issues associated with storing works

physical properties of materials most commonly used for protection and storage of works

manual handling procedures relevant to the work context

sustainability issues relevant to works being stored

OHS procedures and legislation that apply to the storage of work in the relevant context.

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: use appropriate techniques and materials to prepare works for storage follow correct procedures for storing work.
Context of and specific resources for assessment	Assessment must ensure access to: works for storage storage areas and materials.
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: observation of the candidate preparing work for storage discussion and questioning about the care and protection of finished work review of portfolios of evidence review of third-party reports from experienced practitioners. 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.

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.

Appropriate people may include:	client or commissioning body current industry practitioners information professionals, such as librarians and museum staff managers mentors supervisors teachers.
Factors may include:	available space materials required to prepare works for storage personal affinity to pieces of work physical characteristics of storage locations potential of works to be used as exemplars quality of works quantity and size of works usefulness in the future workplace procedures: cost control recycling reporting procedures safety procedures security requirements use of materials.
Action may involve:	cleaning works completing processes identifying damage to works and remedial action required identifying elements missing from works preparing and applying materials required for storage.
Suitable storage areas may relate to:	access to storage facility archival value cost dampness fading humidity light.
Materials may include:	acid free interleaving or wrapping CD cases enclosures folders negative sleeves protective enclosure: boxes canisters tubing protective wrapping: bubble wrap cardboard.

Unit Sector(s)

Industry capability – professional practice

CUVPRP303A Select and prepare creative work for exhibition

Modification History

Version	Comments
CUVPRP303A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to select and prepare creative work for display or exhibition.

Application of the Unit

Exhibitions take place in many different contexts and environments across both business and community contexts. The skills and knowledge outlined in this unit could be applied by exhibition venue staff or by people working independently to assist with the preparation of works for exhibition in galleries or other spaces, including virtual spaces. Exhibitions may be temporary or permanent in nature.

At this level, work is usually undertaken under supervision or within the context of established exhibition criteria, though some autonomy and judgement can be expected within established parameters.

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. Select works for exhibition	1.1 Review criteria for selecting works for exhibition 1.2 Clarify issues about the criteria in consultation with appropriate people 1.3 Select works according to criteria 1.4 Confirm final selection with appropriate people as required
2. Organise selected works for presentation	2.1 Check completeness of work to be displayed and take action as required 2.2 Determine specific exhibition requirements of selected works in consultation with appropriate people 2.3 Identify steps and processes required to prepare selected works for exhibition 2.4 Prepare works using appropriate techniques or arrange for the services of others as required 2.5 Provide accurate information on works to appropriate people 2.6 Submit works for exhibition within agreed timeframe and according to other agreed requirements 2.7 Provide assistance with installation or hanging of works as required 2.8 Use feedback from others to improve own performance in preparing works for display

Required Skills and Knowledge

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

Required skills
communication skills to liaise with colleagues on straightforward, practical issues associated with preparing works for exhibition initiative and enterprise skills to select works for display that best meet exhibition criteria literacy skills to interpret exhibition or display requirements planning and organising skills to prepare works for exhibition in a logical sequence problem-solving skills to identify and rectify aspects of works that need attention before being exhibited self-management skills to prioritise work tasks and complete work within agreed timeframes
Required knowledge
exhibition, display or presentation contexts relevant to different creative work and contexts techniques for display or exhibition of work relevant to the area of creative practice ways in which space is planned for physical and virtual display or exhibition purposes basic elements and principles of design and their specific application to the layout of an exhibition or display intellectual property issues relevant to the exhibition of creative work sustainability considerations for the exhibition of work OHS issues relating to exhibitions

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: select works for exhibition that are consistent with given criteria prepare works for exhibition according to established guidelines apply knowledge of exhibition practice in one or more areas of creative work.
Context of and specific resources for assessment	Assessment must ensure access to: a selection of works for exhibition tools, material and technologies used to prepare works for exhibition.
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: evaluation of work prepared for exhibition by the candidate questioning and discussion of candidate’s intentions and work outcomes review of portfolios of evidence review of third-party reports from experienced practitioners. 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.

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.

Criteria may relate to:	characteristics of works: dimension medium number of pieces size criteria provided by creators of works criteria provided by exhibition organiser personal preferences physical characteristics of display area: access light ventilation quality of completed work theme.
Appropriate people may include:	creators of works curators exhibition or display organisers industry practitioners clients graphic artists managers marketing personnel mentors.
Completeness of work may involve checking that:	all elements are present resolution requirements for web presentation have been addressed touch up requirements have been satisfied works are tidy and clean.
Exhibition requirements may include:	accompanying documentation: artist statements consignment notes attaching fixtures for hanging or mounting cleaning works framing selecting and painting plinths taking account of the display environment: light humidity temperature power sources website information.
Exhibition of work occurs in a variety of contexts, including:	artist-run spaces contribution to an exhibition via submission to a competition group exhibition at regional venues local community spaces retail display studio spaces website.
Assistance may involve:	contributing to safely hanging, installing and dismantling work labelling work planning the exhibition space planning the location of work within the space wrapping and storing works at the conclusion of the display or exhibition.

Unit Sector(s)

Industry capability – professional practice

CUVPRP403A Select and organise finished work for storage

Modification History

Version	Comments
CUVPRP403A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to select finished creative work for storage, to assess storage needs, and to protect and maintain work in storage.

Application of the Unit

People working in all areas of arts practice apply the skills and knowledge described in this unit. They could be responsible for selecting and organising the storage of finished works in their own practice, at an artist-run studio, or in a gallery, exhibition space or educational institution.

At this level, they would be expected to exercise autonomy and judgement in a range of situations and contexts.

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. Assess finished works for storage	1.1 Determine criteria for selecting finished works to be stored 1.2 Select works for storage based on criteria 1.3 Assess storage needs of selected works, taking into account their condition and nature
2. Organise storage of finished works	2.1 Identify and select appropriate protective materials and conditions for storage 2.2 Ensure that correct procedures are followed to prepare works for storage 2.3 Ensure that works are safely stored in allocated or selected storage spaces
3. Maintain stored works	3.1 Maintain accurate and complete records of stored finished work 3.2 Protect confidential information and adhere to copyright requirements in the storage of records 3.3 Monitor and review condition of work in storage according to its specific requirements 3.4 Make adjustments to storage arrangements as required

Required Skills and Knowledge

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

Required skills
initiative and enterprise skills to develop storage solutions that best address the characteristics of finished works literacy skills to: interpret information related to protecting, storing and maintaining finished creative work keep accurate records of stored works planning and organising skills to ensure that finished work is prepared and stored according to correct procedures problem-solving skills to anticipate issues that affect the storage of finished works self-management skills to prioritise and plan work
Required knowledge
archival principles and values security issues associated with storing works physical properties and capabilities of a range of materials suitable for protecting and storing work in the relevant area of creative practice record-keeping systems appropriate for storage and retrieval intellectual property issues for the storage and maintenance of stored work sustainability issues associated with equipment, tools and materials required for the protection and storage of finished works in the relevant context OHS procedures in relation to storage and maintenance of finished work

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: select works for storage according to agreed criteria organise the safe storage of finished work demonstrate knowledge of archival principles and values in the maintenance of stored work.
Context of and specific resources for assessment	Assessment must ensure access to: areas suitable for the storage of finished work.
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 observation of candidate organising the storage of finished works evaluation of items prepared for storage by the candidate review of records created or maintained by the candidate discussion and questioning about the care and protection of finished works and the record-keeping system used review of portfolios of evidence review of third-party reports from experienced practitioners. 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.

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.

Criteria may include:	archival values available space client requirements personal affinity to pieces of work potential of works to be used as exemplars potential future use for works public interest in works quality of works quantity and size of works.
Storage needs may involve:	consideration of factors related to: archival values dampness dust electromagnetic fields fading fungi humidity insects light light-sensitive characteristics of images deciding on best form of storage, given the condition of a specific work simple repairs prior to storage, e.g. to mounted materials stabilising any damage to prevent deterioration in storage.
Protective materials may include:	archival materials CD cases characteristics of the materials used in the work, such as: acid free wrapping or mount board water absorbent reflective enclosures folders form of the artwork: upright flat negative sleeves materials designed to protect fragile objects: padding tissues bubble wrap box framing.
Procedures may include:	protocols for recording and registering stored work, including ethical considerations use of protective materials verbal instructions workplace procedures: safety security process-specific procedures recycling cost control reporting.
Records may include:	electronic records, e.g. image archiving software labelling of work: medium number title year produced list of stored finished works model release permits, contracts containing conditional usage requirements register of all stored and finished works, e.g. date and usage of photographic material slide library.

Unit Sector(s)

Industry capability – professional practice

CUVRES501A Critique cultural works

Modification History

Version	Comments
CUVRES501A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research and analyse a range of information to produce critiques of cultural works.

Application of the Unit

People who produce verbal or written critiques of cultural works apply the skills and knowledge outlined in this unit. Critiques are required in a range of contexts. For example, an artist may critique his or her own work or the work of other artists, a specialist gallery or museum guide may create commentary on particular works, or a writer might develop reviews to appear in specialist magazines or academic publications.

At this level, work is self-directed, though there would be an expectation of discussion with professionals and experts in areas associated with the cultural works.

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. Prepare to critique cultural works	1.1 Confirm the cultural works to be critiqued in consultation with relevant personnel 1.2 Identify factors that may impact on critiques and plan accordingly 1.3 Discuss plans or preliminary ideas with relevant personnel as required 1.4 Identify and explore relevant sources of information on cultural works in a culturally appropriate way 1.5 Use formal and informal research techniques to access information 1.6 Organise research materials and findings for current and future use
2. Link research to cultural works	2.1 Critically evaluate works and related information 2.2 Assess ways in which different influences are applied, adapted or challenged within cultural works 2.3 Develop substantiated positions to inform critical analysis of works 2.4 Discuss research findings with others as required and, if appropriate, modify positions to integrate other perspectives
3. Present critiques	3.1 Produce written or spoken texts on cultural works to meet organisational or publishing requirements 3.2 Take into account specifications arising from the nature of the audience for, and purpose of, critiques 3.3 Apply relevant cultural protocols to critiques of cultural works 3.4 Present critiques in agreed format and within agreed timelines 3.5 Seek feedback on quality of critiques from relevant personnel and note areas for future improvement
4. Maintain knowledge of trends related to domain of cultural works	4.1 Identify and use opportunities to update and expand knowledge of influences on cultural works 4.2 Incorporate and integrate knowledge into cultural analysis and reporting

Required Skills and Knowledge

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

Required skills

communication skills to:

present complex and varied information in relation to cultural works

develop and structure content in a style appropriate to target audience for critiques

knowledgably discuss concepts and theories about cultural works with others

initiative and enterprise skills to make connections between cultural works and conclusions drawn from research into history, theory and other influences

learning skills to:

monitor sources of information to expand knowledge base on cultural works

respond positively to feedback on own work

literacy skills to interpret cultural works and information about cultural works

planning and organising skills to document and store research findings

self-management and planning skills to manage own work to meet professional requirements

technology skills to use the internet as a research tool.

Required knowledge

sources of information about history, theory and cultural practices relating to cultural works

conventions associated with producing critiques of cultural works in the relevant context

issues and challenges that arise in the context of producing critiques of cultural works

information-organisation practices and how they can be applied to the critique of cultural works

communication and presentation techniques for the relevant medium

intellectual property issues and legislation and how they relate to cultural critiques.

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: apply research and analytical skills to critically evaluate cultural works apply knowledge of history, theory and other influences to the critique of cultural works observe conventions associated with cultural works being critiqued produce written or spoken texts for specific audiences.
Context of and specific resources for assessment	Assessment must ensure access to: materials, resources and equipment needed to research information and to present critiques of cultural works.
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: evaluation of presentation or documentation prepared by candidates explaining research processes and how issues surrounding history or theory and other influences have been used in the analysis of works case studies to assess ability to research and use different types of information in the analysis of cultural works questioning and discussion about cultural works review of portfolios of evidence review of third-party reports from experienced practitioners. 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 which interrupted schooling).
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUVRES502A Analyse cultural history and theory.

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.

Cultural works may relate to:	arts administration cultural heritage dance design multimedia museums music performing arts photo imaging visual arts and craft writing.
Relevant personnel may include:	academic supervisors managers advertising agencies artists and performers authors broadcasters choreographers directors editors or other writers graphic designers production companies production managers production personnel producers program or event managers promoters, agents and marketers.
Factors may include:	budget complexity of topic confidentiality contractual arrangements copyright clearances deadlines editing process expectations of target audience/readers intellectual property length location number of content items photos or other visual material to accompany critique production schedule purpose of critique research requirements structure.
Sources may include:	archives dance electronic and print media exploring new and alternative sources: attendance at performances interviews with innovative arts practitioners participation in performances visits to: exhibitions galleries laboratories special events trade fairs films images internet libraries objects oral histories performances presentations stories technical or medium-specific information texts: historical religious scientific secondary spiritual the writings of cultural theorists and philosophers.
Information may relate to:	aesthetics criticism cultural issues gender and identity issues histories of art, craft and design land and place linguistics myth and legends new technologies philosophy politics signs and symbols spiritual concerns technical aspects of performances and presentations world histories.
Research techniques may include:	analysing and comparing information critical discourse discussion judgement note taking observation reflection summarising.
Ways to organise information may involve:	charts database diagrams files indices mind maps sketches.
Ways to evaluate may include:	comparing considering merit contrasting critiquing discussion and debate judging reflecting.
Influences may relate to:	cultural practices and heritage history local traditions and events media political frameworks related discourses techniques temporal considerations theory works of other artists.
Developing substantiated positions may involve:	examination and justification from a range of viewpoints within: culture ecology gender philosophy politics society spirituality.
Written or spoken texts may include:	academic texts articles or reviews for: journals magazines newspapers websites art talks or presentations brochures flyers guiding presentations for: cultural/heritage sites galleries institutions museums studios program notes for: exhibitions performances seminar presentations.
Specifications may include:	conventions of art criticism grammar appropriate to written or spoken texts layout and format conventions of written or spoken texts length terminology tone of critique, including: dramatic entertaining formal humorous informal or casual informational.
Audience requirements may relate to the level of sophistication or understanding of cultural works by:	academic and teaching staff listeners peers readers visitors to: cultural/heritage sites galleries museums organisations studios theatres.
Purpose may relate to:	critical review of works examination of works as examples of: derivative pieces other practitioners' works prototypes specific approaches specific periods styles or schools of cultural works judgement of value of cultural works.
Cultural protocols may include:	extent to which reference to works may be used in presentation modes (written or spoken) intellectual property requirements permission to refer to and use works, including systems for the administration of copyright of images protocols for the reference of works or practitioners by others.
Opportunities may include:	discussions with innovative practitioners in relevant areas of arts practice searching the internet visits to: exhibitions events cultural or heritage sites performances presentations studios laboratories manufacturers.

Unit Sector(s)

Knowledge management – research

CUVRES502A Analyse cultural history and theory

Modification History

Version	Comments
CUVRES502A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to research, analyse and debate cultural history and theory, and to use those processes to develop individual approaches to creative work.

Application of the Unit

People working across all cultural sectors enrich their professional practice through their understanding of cultural history and theory.

This unit may also apply to individuals working much more broadly in business and community roles.

History and theory may cover a particular period of time, a particular area of cultural practice, a particular social issue, or be broader in nature.

At this level, a person engages in a largely independent research process that begins to inform practice at a professional level. The research may be guided by others in terms of its scope and objectives.

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. Select a focus for cultural research	1.1. Select a focus for research in consultation with others based on individual needs and perspectives 1.2. Make an initial determination of the information and ideas to be sought 1.3. Challenge own assumptions and preconceptions about the research process and potential information sources 1.4. Select relevant historical and contemporary sources for investigation
2. Conduct critical analysis	2.1. Seek out and compare the critical views of others in chosen area of inquiry 2.2. Investigate issues around the historical and contemporary production, interpretation, promotion and consumption of culture 2.3. Allow the process of analysis to take exploration of issues in new and unintended directions
3. Discuss cultural history and theory	3.1. Develop substantiated opinions and ideas about cultural history and theory 3.2. Make informed contributions to discussions of cultural history and theory 3.3. Encourage and participate in open and constructive discussion
4. Develop own practice from research	4.1. Determine potential for integration of research findings into own work 4.2. Relate cultural history and theory to professional practice issues 4.3. Recognise connections and associations between history and theory and contemporary cultural practice 4.4. Develop ideas about how research might impact on or enrich own professional practice and its future direction

Required Skills and Knowledge

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

Required skills

communication skills to participate in debate and discussion of cultural history and theory

critical thinking skills to analyse information and develop substantiated positions about cultural history and theory

initiative and enterprise skills to use, challenge and adapt research to develop own professional practice

literacy skills to interpret varied information sources dealing with at times complex ideas

learning and self-management skills to use the research process as a professional development tool

planning and organising skills to set up and undertake a research process.

Required knowledge

ways of selecting a meaningful individual research focus

opportunities offered by cultural history and theory in terms of value to a developing professional practice in the arts and in the broader community

intellectual property issues and legislation and how they relate to the research process.

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: select an appropriate research focus analyse cultural ideas and information and develop substantiated positions to support professional practice participate in informed discussion of cultural history and theory.
Context of and specific resources for assessment	Assessment must ensure access to: a range of cultural history and theory information sources.
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: evaluation of presentation or documentation prepared by the candidate explaining research processes and how issues surrounding history and theory have been incorporated into work evaluation of case studies to assess ability to research and use different types of information evaluation of the candidate’s cultural literacy skills and ability to recognise, review and analyse different cultural productions, artworks, artistic values, artists, performers or authors questioning and discussion about candidate’s intentions and the work outcome review of portfolios of evidence review of third-party reports from experienced practitioners. 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.

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.

Individual needs and perspectives may be influenced by:	art form focus commercial aspirations or requirements discussions and ideas of others materials and processes presence of a multidisciplinary focus previous research techniques used in own practice.
Assumptions and preconceptions may relate to:	different cultural responses to research how information is presented level of formality required in the research process own preconceptions preconceptions of others what types of research are acceptable where to find information.
Historical and contemporary sources may include:	artworks commercial brief critical writing events exhibitions experiences of self or others films images internet music objects other people performances presentations printed texts technical information.
Others may include:	arts critics other artists peers teachers.
New and unintended directions may be those which:	challenge preconceptions about work process and outcomes generate completely new ideas lead the individual to work in a different medium take the individual back to earlier ideas.
Substantiated opinions and ideas are:	grounded in appropriate research the result of rational and logical thought subjected to the analysis of others (e.g. peer review) supported by relevant information.
Integration of research findings may relate to:	design strategies genres ideas and themes materials media motifs processes styles techniques technologies.
Professional practice issues may relate to:	marketing and promotion of work need for collaboration need for further research and development time new opportunities.

Unit Sector(s)

Knowledge management – research

CUVSCU201A Develop sculptural skills

Modification History

Version	Comments
CUVSCU201A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use basic sculpture techniques to produce creative work.

Application of the Unit

People with little or no experience in working with sculpture apply the skills and knowledge outlined in this unit. Typically they are embarking on a career in visual arts or a related area of creative practice and may have acquired general design, drawing or craft skills either at school or through self-directed learning and experimentation.

At this level, they are applying basic techniques to produce sculptures from simple design concepts. Sculpture is defined quite broadly as any three-dimensional form. Supervision and guidance would usually be provided.

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. Prepare sculpture resources	1.1 Identify and obtain sculpture tools, equipment and materials 1.2 Prepare tools, equipment and materials according to workplace procedures and safety requirements 1.3 Set up a safe work space with guidance from key people
2. Use and test sculpture techniques	2.1 View a range of sculpture in different styles and discuss with others how effects are achieved 2.2 Match potential techniques to the ideas for the work with the assistance of key people 2.3 Test nominated techniques to determine the effects they achieve 2.4 Safely use selected techniques to produce sculptures 2.5 Calculate correct quantities of materials required and minimise waste where possible 2.6 Clean and store tools, equipment and materials according to safety requirements and specific needs of different items
3. Make plans to develop skills	3.1 Seek feedback on sculptural work from key people 3.2 Respond positively to feedback and identify key areas for improvement 3.3 Review different opportunities to build own skills and select suitable options

Required Skills and Knowledge

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

Required skills

communication skills to:

discuss the process for producing sculptures with others

understand and follow instructions

learning skills to:

improve techniques for producing sculptures through practice

respond appropriately to feedback

literacy skills to read product and equipment safety labels

numeracy skills to calculate quantities of materials

planning and organising skills to prepare and set up resources and work space.

Required knowledge

materials, tools and equipment commonly used for making sculptures

major styles of sculpting and the work of key practitioners relevant to individual area of interest

typical work space and equipment requirements for the production of different types of sculpture work

cleaning and maintenance techniques for tools and equipment used in making sculptures

elements and principles of design – what they are and what they mean

intellectual property considerations for any person making creative work

ways of minimising waste in the use of sculptural tools, materials and equipment

OHS procedures that apply to sculpture work.

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: produce at least one sculpture where the techniques and materials support the idea for the work apply knowledge of sculptural tools, equipment and materials.
Context of and specific resources for assessment	Assessment must ensure access to: equipment and materials used in sculptural work.
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 observation of sculptural work in progress questioning and discussion of the candidate’s intentions and work outcome review of portfolios of evidence review of third-party reports from experienced practitioners. 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: CUVPRP201A Make simple creative work.

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.

Tools and equipment may include:	carving tools hammers heat guns knives nails power tools protective clothing saws screwdrivers screws spatulas.
Materials may include:	clay drawing materials flexible industrial materials flexible natural materials found objects glues blocks latex metal and alloys oxidising agents and other patina agents paint plaster rope rubber soap stone stains string thread wax wire wood and wood products.
Workplace procedures may relate to such things as:	cost control process-specific procedures recycling reporting safety use of materials.
Key people may include:	arts practitioners mentors supervisors teachers.
Sculpture may be:	abstract assembled contemporary free-standing kinetic relief representational traditional.
Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Process used to test techniques may include:	experimenting directly with work in progress exploring techniques by making practice pieces making samples using nominated techniques.
Techniques would generally be quite limited in nature and may include:	assemblage carving casting modelling mould making.

Unit Sector(s)

Visual communication – sculpture

CUVTEX201A Develop skills in textile work

Modification History

Version	Comments
CUVTEX201A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use basic textile techniques to produce creative work.

Application of the Unit

People with little or no textile experience apply the skills and knowledge outlined in this unit. Typically they are embarking on a career in visual arts or a related area of creative practice and may have acquired general design, drawing or textile skills either at school or through self-directed learning and experimentation.

At this level, they are applying basic techniques to produce textile or fibre items from simple design concepts. Supervision and guidance would usually be provided.

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. Prepare textile resources	1.1 Identify and obtain textile tools, equipment and materials 1.2 Prepare tools, equipment and materials according to workplace procedures and safety requirements 1.3 Set up a safe work space with guidance from key people
2. Use and test textile techniques	2.1 View a range of textile work in different styles and discuss with others how effects are achieved 2.2 Match potential techniques to the ideas for the work with the assistance of key people 2.3 Test nominated techniques to determine the effects they achieve 2.4 Safely use selected techniques to produce textile works 2.5 Calculate correct quantities of materials required and minimise waste where possible 2.6 Clean and store tools, equipment and materials according to safety requirements and specific needs of different items
3. Make plans to develop skills	3.1 Seek feedback on textile work from key people 3.2 Respond positively to feedback and identify key areas for improvement 3.3 Review different opportunities to build own skills and select suitable options

Required Skills and Knowledge

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

Required skills

communication skills to:

discuss the process for producing textile work with others

understand and follow instructions

learning skills to:

improve techniques for producing textile work through practice

respond appropriately to feedback

literacy skills to read product and equipment safety labels

numeracy skills to calculate quantities of materials

planning and organising skills to prepare and set up resources and work space.

Required knowledge

materials, tools and equipment commonly used for textile work

major styles of textile work and the work of key practitioners relevant to individual area of interest

typical work space and equipment requirements for the production of different types of textile work

cleaning and maintenance techniques for tools and equipment used in textile work

elements and principles of design – what they are and what they mean

intellectual property considerations for any person making creative work

ways of minimising waste in the use of textile work tools, materials and equipment

OHS procedures that apply to textile work.

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: produce multiple pieces of textile work where the techniques and materials support the ideas for the work apply knowledge of textile work tools, equipment and materials.
Context of and specific resources for assessment	Assessment must ensure access to: equipment and materials used to produce textile fibre work.
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 observation of textile work in progress questioning and discussion of the candidate’s intentions and work outcome review of portfolios of evidence review of third-party reports from experienced practitioners. 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: CUVPRP201A Make simple creative work.

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.

Tools and equipment may include:	blenders bobbins brushes dyeing and casting vats hotplates looms measuring containers moulds and deckles needles printing blocks and screens saucepans scales scrapers sewing machines spatulas spoons squeegees steamer tjantings.
Materials may include:	cellulose fibres chemical powders and solutions cold and hot water dyes dye powders fabric lengths or pieces fabricated fibres found fabrics and fibres natural fibres paints and fabric inks printing block and screen materials recycling paper resist dyes.
Workplace procedures may relate to:	cost control process-specific procedures recycling reporting safety use of materials.
Key people may include:	artists mentors peers supervisors teachers.
Textile work may include:	decorated or embellished fabric using: dyeing embroidery techniques printing stitching resist dyeing felt knitted objects or garments paper simple objects, such as: baskets mats woven fabric.
Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Testing may include:	experimenting directly with work in progress exploring techniques by making practice pieces making samples using nominated techniques.
Techniques would generally be quite limited in nature and may include:	dyeing felt making techniques hand painting techniques hand paper making techniques knitting and knotting techniques printing: block silk screen stamps stitching: appliqué embroidery patchwork tapestry weaving: basket on and off loom.

Unit Sector(s)

Visual communication – textile work

CUVWOO201A Develop woodworking skills

Modification History

Version	Comments
CUVWOO201A	This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use basic woodworking techniques to produce wood objects from simple design concepts.

Application of the Unit

People with little or no experience in working with wood apply the skills and knowledge outlined in this unit. Typically they are embarking on a career in visual arts or craft and may have acquired general design, drawing or woodworking skills either at school or through self-directed learning and experimentation.

At this level, supervision and guidance would usually be provided.

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. Prepare woodworking resources	1.1 Identify and obtain woodworking tools, equipment and materials 1.2 Prepare tools, equipment and materials according to workplace procedures and safety requirements 1.3 Set up a safe work space with guidance from key people
2. Use and test woodworking techniques	2.1 View a range of wooden objects in different styles and discuss with others how effects are achieved 2.2 Match potential techniques to the ideas for the work with the assistance of key people 2.3 Test nominated techniques to determine the effects they achieve 2.4 Safely use selected techniques to produce wooden objects 2.5 Calculate correct quantities of materials required and minimise waste where possible 2.6 Clean and store tools, equipment and materials according to safety requirements and specific needs of different items
3. Make plans to develop skills	3.1 Seek feedback on woodworking from key people 3.2 Respond positively to feedback and identify key areas for improvement 3.3 Review different opportunities to build own skills and select suitable options

Required Skills and Knowledge

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

Required skills

communication skills to:

discuss the process for producing wooden objects with others

understand and follow instructions

learning skills to:

improve techniques for producing wooden objects through practice

respond appropriately to feedback

literacy skills to read product and equipment safety labels

numeracy skills to calculate quantities of materials

planning and organising skills to prepare and set up resources and work space.

Required knowledge

materials, tools and equipment commonly used for woodworking

major styles of woodworking and the work of key practitioners relevant to individual area of interest

typical work space and equipment requirements for the production of different types of wooden objects

cleaning and maintenance techniques for tools and equipment used in woodworking

elements and principles of design – what they are and what they mean

intellectual property considerations for any person making creative work

ways of minimising waste in the use of woodworking tools, materials and equipment

OHS procedures that apply to woodwork.

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: produce multiple wooden objects where the techniques and materials support the ideas for the work apply knowledge of woodworking tools, equipment and materials.
Context of and specific resources for assessment	Assessment must ensure access to: equipment and materials used to produce wood objects.
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 observation of woodworking in progress questioning and discussion of the candidate’s intentions and work review of portfolios of evidence review of third-party reports from experienced practitioners. 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: CUVPRP201A Make simple creative work.

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.

Tools and equipment may include:	fastening and fitting tools fixed equipment hand tools marking-out devices measuring devices portable equipment power tools protective equipment specialised items for: branding carving engraving shaping trimming wood turning.
Materials may include:	finishing materials: lacquers paints sandpapers stains wood wood products.
Workplace procedures may relate to:	cost control process-specific procedures recycling reporting safety use of materials.
Key people may include:	arts practitioners mentors supervisors teachers.
Wooden objects may include:	carved panels implements, such as: cutlery letter openers jewellery other functional items, such as: boxes clocks trays walking sticks sculpture simple furniture, such as: lamps tables simple musical instruments turned flatware and bowls.
Ideas may be influenced by:	current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns.
Process used to test techniques may include:	experimenting directly with work in progress exploring techniques by making practice pieces applying nominated techniques to make samples.
Techniques would generally be quite limited in nature and may include:	design and construction of jigs joint construction model making simple assemblage techniques simple wooden tool making or modification timber preparation wood bending and forming wood carving wood turning.

Unit Sector(s)

Visual communication – wood

FNSORG501A Develop and manage a budget

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to collect and analyse information and apply sound accounting principles to the development and ongoing management of a budget for a small organisation or section of a large organisation. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	This unit may apply to job roles dealing with budgetary control in a range of organisations.

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. Plan for and collect information for a budget	1.1. Areas for which the budget is being prepared are determined and confirmed with appropriate personnel, and data required for development of the budget are identified, accessed and analysed 1.2. Budget parameters are determined with estimates based on research, consultation and negotiating with appropriate personnel 1.3. Relevant colleagues are provided with the opportunity to contribute to the budget planning process
2. Develop budget	2.1. Budget is drafted based on analysis of all available information in accordance with organisation policy 2.2. Income and expenditure estimates are identified and supported by reliable information and the draft budget circulated for comment
3. Finalise budget and allocate resources	3.1. Modifications to the budget are agreed and incorporated as required and a final budget provided to the appropriate personnel 3.2. Personnel affected by the budget are informed and its application to the area in which they work in terms of limits and goals, financial management and reporting responsibilities clarified 3.3. Priorities within the budget are agreed and resources allocated
4. Monitor and control budget	4.1. Actual income and expenditure are checked against budget at regular intervals with budget reports prepared and presented to appropriate personnel 4.2. Deviations and response to the deviations are identified and appropriate action taken with appropriate personnel advised on budget status
5. Complete financial and statistical reports	5.1. All required financial and statistical reports are completed accurately within designated timelines 5.2. Recommendations about future financial planning are made as appropriate 5.3. Reports are clearly presented and checked for accuracy and provided to appropriate personnel

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
well-developed communication skills to: establish budget requirements, using questioning and active listening as required liaise with others, share information, listen and understand use language and concepts appropriate to cultural differences research and analysis skills to access, interpret and manage budget information problem solving skills to address budget development and management issues judgement skills for forming recommendations in operational situations numeracy and IT skills such as: calculating budget data accessing and using appropriate software such as accounting systems, spreadsheets and databases literacy skills for: reading and interpreting documentation from a variety of sources and recording, gathering and consolidating information drafting reports and maintaining records organisational skills, including the ability to plan and sequence work
Required knowledge
basic accounting and financial industry terminology basic accounting techniques budgeting techniques and tools organisation and industry policies and 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	Evidence of the ability to: collect and accurately interpret relevant data to develop a budget consult effectively and negotiate outcomes with others on budgetary issues accurately complete financial and statistical reports related to budgeting.
Context of and specific resources for assessment	Assessment must ensure: competency is demonstrated in the context of the financial services work environment and conditions specified in the range statement either in a relevant workplace or a closely simulated work environment access to and the use of a range of common office equipment, technology, software and consumables access to an integrated financial software system and data.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples, in combination, are appropriate for this unit: evaluating an integrated activity which combines the elements of competency for the unit or a cluster of related units of competency verbal or written questioning on underpinning knowledge and skills setting and reviewing business simulations or scenarios evaluating samples of work accessing and validating third party reports.
Guidance information for assessment

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.
Areas may include:	an entire organisation section of an organisation particular project or other activity.
Budget will normally:	refer to an expenditure budget but may also include: an income budget sales budget resource allocation and use budget.
Data will include, but is not restricted to, information relating to:	business plans historical data human resource plans sales and marketing plans.
Budget parameters include:	availability of finance organisation policy and directives sales forecasts timelines.
Relevant colleagues include:	all stakeholders who may be expected to need to approve the budget and key stakeholders who will be required to implement the budget.
Income and expenditure includes:	monetary and financial income and expenditure but may also include: resources materials products people or hours.
Financial and statistical reports include:	reports which may be required for: regulatory compliance to meet organisation procedure and policy requirements to give useful information to a relevant person.

Unit Sector(s)

Unit sector	Organisational skills

Competency field

Competency field

Co-requisite units

Co-requisite units

HLTHIR403C Work effectively with culturally diverse clients and co-workers

Modification History

Not Applicable

Unit Descriptor

Descriptor	This unit deals with the cultural awareness required for effective communication and cooperation with persons of diverse cultures

Application of the Unit

Application	Work will be within a prescribed range of functions involving known routines and procedures with some accountability for the quality of outcomes The workplace context may be: Specific community Community or regional service Department of a large institution or organisation Specialised service or organisation Application of this unit should be contextualised to reflect any requirements, issues and practices specific to each workplace

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Not Applicable

Employability Skills Information

Employability Skills	This unit contains Employability Skills

Elements and Performance Criteria Pre-Content

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. Terms in italics are elaborated in the Range Statement.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Reflect cultural awareness in work practice	1.1 Demonstrate awareness of culture as a factor in all human behaviour by using culturally appropriate work practices 1.2 Use work practices that create a culturally and psychologically safe environment for all persons 1.3 Review and modify work practices in consultation with persons from diverse cultural backgrounds
2. Accept cultural diversity as a basis for effective work place and professional relationships	2.1 Show respect for cultural diversity in all communication and interactions with co-workers, colleagues and clients 2.2 Use specific strategies to eliminate bias and discrimination in the workplace 2.3 Contribute to the development of work place and professional relationships based on acceptance of cultural diversity
3. Communicate effectively with culturally diverse persons	3.1 Show respect for cultural diversity in all communication with clients, families, staff and others 3.2 Use communication constructively to develop and maintain effective relationships, mutual trust and confidence 3.3 Where language barriers exist, make efforts to communicate in the most effective way possible 3.4 Seek assistance from interpreters or other persons as required
4. Resolve cross-cultural misunderstandings	4.1 Identify issues that may cause conflict 4.2 If difficulties or misunderstandings occur, consider the impact of cultural differences 4.3 Make an effort to sensitively resolve differences, taking account of cultural considerations 4.4 Address any difficulties with appropriate people and seek assistance when required

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge: 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: Availability of resources and assistance within and external to the organisation in relation to cultural diversity issues Own cultural conceptions and pre-conceptions and perspective of diverse cultures Recognition of cultural diversity in Australian society with many individuals living in many cultures Recognition of cultural influences and changing cultural practices in Australia and its impact on diverse communities that make up Australian society Recognition of culture as a dynamic social phenomenon Recognition of culture as a range of social practices and beliefs evolving over time Recognition of impact of cultural practices and experiences on personal behaviour, interpersonal relationships, perception and social expectations of others Recognition of the unique way individuals may experience a culture and respond to past experiences Recognition that the word 'normal' is a value-laden, excluding concept that often precludes acknowledgment of the diversity of people, their life experiences and situations The principles of equal employment opportunity, sex, race, disability, anti-discrimination and similar legislation and the implications for work and social practices The role and use of language and cultural interpreters
Essential skills: It is critical that the candidate demonstrate the ability 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 the ability to: Apply culturally respectful practices in the workplace and to demonstrate respect and inclusiveness of culturally diverse people in all work practices Form effective workplace relationships with co-workers and colleagues of diverse backgrounds and cultures Participate in identifying and implementing culturally safe work practices Respond respectfully and sensitively to cultural beliefs and practices that may cause harm Sensitively and respectfully communicate with persons of diverse backgrounds and cultures Use basic conflict resolution and negotiation skills Use effective strategies to address and eliminate discrimination and bias in the workplace

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, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this competency unit:	The individual being assessed must provide evidence of specified essential knowledge as well as skills This unit is most appropriately assessed in the workplace or a simulated workplace environment under the normal range of work conditions Assessment should be conducted on more than one occasion to cover a variety of circumstances to establish consistency Holistic assessment of this competency unit is encouraged, to ensure application of these skills in conjunction with specific work functions but the unit may be delivered and assessed independently
Access and equity considerations:	All workers in the health industry should be aware of access and equity issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities

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. Add any 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.
Work practices may relate to:	Dealing with persons of diverse gender, sexuality and age Compliance with duty of care policies of the organisation Collection and provision of information Communication Provision of assistance Contact with families and carers Physical contact Care of deceased persons Handling personal belongings Provision of food services
Work practices that are culturally appropriate would be non-discriminatory and free of bias, stereotyping, racism and prejudice.
Cultural diversity may include:	Ethnicity Race Language Cultural norms and values Religion Beliefs and customs Kinship and family structure and relationships Personal history and experience, which may have been traumatic Gender and gender relationships Age Disability Sexuality Special needs
Communication may be:	Verbal Appropriate gestures and facial and physical expressions Posture Written Signage Through an interpreter or other person
Strategies to eliminate bias and discrimination may include:	Cross cultural work teams Cross cultural employee representation on committees Workplace free of culturally insensitive literature, posters, signage Inclusion in decision-making

Unit Sector(s)

Not Applicable

LMTFD2004B Work within an indigenous cultural framework

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit covers the skills and knowledge to identify and apply key cultural practices and processes used for the design and development of textile works, garments and accessories.

Application of the Unit

Application of the Unit	The unit is intended to apply to Aboriginal and Torres Strait Islander students who wish to produce culturally specific textile products. The unit covers the integration of culturally specific forms and processes into textile production processes. The unit should be customised to accommodate the image use and design protocols and techniques specific to an Aboriginal or Torres Strait Islander community. Application and assessment of this unit must be conducted according to the customs and protocols of the relevant communities. Work may be conducted in small to large scale enterprises and may involve individual and team-related activities. The application of this unit is according to OHS practices of the enterprise and workplace practices, which may include: requirements prescribed by legislation, awards agreements and conditions of employment standard operating procedures work instructions oral, written and visual communication quality practices, including responsibility for maintenance of own work quality and contribution to quality improvement of team or section output housekeeping tasks related to environmental protection, waste disposal, pollution control, and recycling This unit requires skills in communication in order to access and interpret written and verbal information relating to indigenous cultural and work practices. Initiative and enterprise, problem solving, learning and self management skills will be used to interpret information and apply it to specific work contexts. Team work and planning and organising skills will be used in the identification of supply chains for cultural works.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisites

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 Access information on cultural influences	1.1 Information sources on local cultures relevant to individual are identified. 1.2 Information is accessed appropriately according to cultural practices. 1.3 Influences on creation and development of textile works, garments and accessories are identified.
2 Apply relevant work and cultural practices	2.1 Relevant practices common to design and development of textile works, garments and accessories are identified. 2.2 Cultural ethics and law in relation to production of art and design work are identified. 2.3 Personal rights, responsibilities and legal obligations relevant to design and production of cultural textile works, garments and accessories are determined and complied with. 2.4 Customary business procedures, structure and organisation of relevant Aboriginal and Torres Strait Islander communities are identified and compared to standard industry practices. 2.5 Protocols for culturally specific work practices are determined and applied.
3 Identify production processes and supply chains for cultural works	3.1 Materials used in design and development of textile works, garments and accessories are identified. 3.2 Production processes for converting materials into products are identified. 3.3 Opportunities for production and sale of textile works, garments and accessories are explored. 3.4 Significant people to support design and development of textile works, garments and accessories are identified. 3.5 Supply chains for textile works, garments and accessories are identified.

Required Skills and Knowledge

This describes the essential skills and knowledge and their level, required for this unit.
Demonstrates knowledge of: cultural values and systems cultural practices and procedures protocols on the accessing and expression of culturally specific information OHS practices, including hazard identification and control measures quality practices workplace practices recording and reporting practices
Demonstrates skills to: identify key people and community representatives access information as required question and make inquiries recognise cultural influences read, interpret and follow information on work specifications, standard operating procedures and work instructions, and other reference material maintain accurate records communicate within the workplace sequence operations meet specifications clarify and check task-related information carry out work according to OHS practices

Evidence Guide

The Evidence Guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.
Critical aspects of evidence	Demonstrates skills and knowledge to: recognise and apply cultural practices identify significant cultural information and influences apply cultural values and expressions in designs and productions use cultural processes and techniques identify relevant legislation
Consistency in performance	Consistently applies skills and knowledge when: organising work completing tasks identifying improvements using workplace practices using OHS practices recording and reporting accidents and incidents assessing operational readiness of equipment used and work processes recognising and adapting to cultural differences in the workplace, including modes of behaviour and interactions completing work systematically with attention to detail without damage to goods and equipment
Resource implications	Access is required to real or appropriately simulated situations, including work areas, materials and equipment, and to information on workplace practices and OHS practices.
Context for assessment	Assessment may occur on the job or in an appropriately simulated environment.
Interdependent assessment	This unit may be assessed independently or in combination with other relevant units.

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. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs if the candidate, accessibility of the item, and local industry and regional contexts.
Legislative/regulatory requirements	All work must comply with relevant Federal and State or Territory legislative or regulatory requirements.
Information sources may include:	community elders family members artworks and artists stories community members government agencies and services written, electronic and audio visual material art centres and galleries
Information may include:	stories creative processes and practices symbols cultural significance of stories, themes, processes and practices protocols and procedure region, environment cultural rites artworks economic systems
Practices may include:	sourcing and uses of raw materials dyeing printing use of tools and equipment use of culturally significant themes and stories involvement and endorsements from significant people respect for traditional laws and values
Protocols refers to:	the set of rules applying to behaviour or practices that apply to a specific cultural context
Materials could include:	natural, man-made and synthetic fibres and fabrics animal hides componentry such as buttons and zips ochres and other sources of natural dyes acrylic colours and dyes objects used for print designs
Production processes includes:	textile printing and dyeing making patterns marking and cutting fabric sewing finishing colour mixing
Supply chains includes:	concept of product flow from raw material to production, distribution, marketing and sale customers sales, marketing and distribution suppliers production suppliers business support and administrators
Significant people may include:	community and family members people with skills in design, production, marketing or business trainers, educators, mentors customers funders or business supporters
OHS practices	OHS practices must include hazard identification and control, risk assessment and implementation of risk reduction measures specific to the tasks described by this unit and may include: manual handling techniques standard operating procedures personal protective equipment safe materials handling taking of rest breaks ergonomic arrangement of workplaces following marked walkways safe storage of equipment housekeeping reporting accidents and incidents other OHS practices relevant to the job and enterprise

Unit Sector(s)

Sector	Fashion Design and Technology

SIRXCCS201 Apply point-of-sale handling procedures

Modification History

The version details of this endorsed unit are in the table below. The latest information is at the top.

Release Date	Comments
First Release:	This is a revised unit, based on and equivalent to SIRXCCS001A Apply point-of-sale handling procedures.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to operate point-of-sale equipment, apply store policy and procedures to a range of transactions, interact with customers, and package or wrap an item for transportation.

It covers demonstration of the ability to operate a range of point-of-sale equipment in order to complete sales, returns and exchange transactions, and process a number of methods of payment, according to store policies.

Application of the Unit

This unit applies to frontline service personnel.

Licensing/Regulatory Information

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

Pre-Requisites

Nil

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements and Performance Criteria

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. Operate point-of-sale equipment.	1.1.Open and close point-of-sale terminal according to store policy and procedures. 1.2.Clear point-of-sale terminal and transfer tender according to store procedure. 1.3.Handle cash according to store security procedures. 1.4.Maintain supplies of change in point-of-sale terminal according to store policy. 1.5.Attend active point-of-sale terminals according to store policy. 1.6.Complete records for transaction errors according to store policy. 1.7.Maintain adequate supplies of dockets, vouchers and point-of-sale documents. 1.8.Inform customers of delays in the point-of-sale operation where required.
2. Ensure accuracy of transactions.	2.1.Identify and perform numerical calculations to ensure accurate pricing and collection of money. 2.2.Collect numerical information from various sources and calculate accurately with or without the use of a calculator.
3. Perform point-of-sale transactions.	3.1.Complete point-of-sale transactions according to store policy. 3.2.Identify and apply store procedures in respect of cash and non cash transactions. 3.3.Identify and apply store procedures in regard to exchanges and returns. 3.4.Move goods through point-of-sale area efficiently and with attention to fragility and packaging. 3.5.Enter information into point-of-sale equipment. 3.6.State price or total and amount of cash received verbally to customer. 3.7.Tender correct change.
4. Complete sales.	4.1.Complete customer order forms, invoices and receipts and process any loyalty card transactions. 4.2.Identify and process customer delivery requirements according to set timeframes. 4.3.Process sales transactions or direct customers to point-of-sale terminals according to store policy without undue delay. 4.4.Acknowledge and thank customer in line with store policy and procedures.
5. Wrap and pack goods.	5.1.Maintain and request adequate supplies of wrapping and packaging materials. 5.2.Select appropriate wrapping or packaging material. 5.3.Wrap merchandise neatly and effectively where required. 5.4.Pack items safely to avoid damage in transit, and attach labels where required. 5.5.Arrange transfer of merchandise for parcel pick up or other delivery methods if required.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication and interpersonal skills to: ask questions to identify and confirm requirements inform customers of delays listen actively request adequate supplies of wrapping material or bags through clear and direct communication share information state price or total and amount of cash received use and interpret non-verbal communication use language and concepts appropriate to cultural differences self-management skills to: deal with different types of transactions follow set routines and procedures literacy and numeracy skills to: document sales and delivery information render change undertake work functions, including addition, division, multiplication, percentages and subtraction
Required knowledge
cash and non-cash handling procedures, including: balancing point-of-sale equipment calculating noncash documents change required, denominations of change and tendering change clearance of terminal and transference of tender counting cash maintenance of cash float opening and closing point-of-sale terminal recording takings security of cash and non-cash transactions functions and procedures for operating point-of-sale equipment, including: calculators electronic scales numerical display board registers merchandise handling techniques, including wrapping and packaging techniques range of services provided by the store relevant legislation and statutory requirements, including: industry codes of practice work health and safety (WHS) Australian consumer law scanners store policy and procedures in relation to: allocated duties and responsibilities bag checking customer service exchanges and returns handling, packing and wrapping goods or merchandise point-of-sale transactions stock availability key features of a calculator

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: operates point-of-sale equipment according to manufacturer instructions and store policy and procedures applies store policy and procedures in regard to cash handling and point-of-sale transactions interprets, calculates and records numerical information accurately processes sales transaction information responsibly and accurately according to store policy and procedures applies store policy and procedures in regard to the handling, packing, wrapping and delivery of goods or merchandise.
Context of and specific resources for assessment	Assessment must ensure access to: a real or simulated retail work environment relevant documentation, such as: stock, inventory and price lists financial transaction dockets and slips lay-by, credit and product return slips store policy and procedures manuals a range of point-of-sale 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: observation of performance in the work role play customer feedback answers to questions about specific skills and knowledge review of portfolios of evidence and third-party workplace reports of on-the-job performance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, work and job role is recommended, for example: SIRXCCS202 Interact with customers SIRXFIN201 Balance and secure point-of-sale terminal SIRXINV001A Perform stock control procedures SIRXRSK201 Minimise loss.

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 individual, accessibility of the item, and local industry and regional contexts) may also be included.
Store policy and procedures in regard to:	cash handling financial transactions handling techniques of stock operation of point-of-sale equipment sales transactions security.
Point-of-sale documents may include:	credit slips lay-by slips message pads order forms product return slips promotional materials.
Customers may include:	customers with routine or special requests internal and external contacts new or repeat contacts people from a range of social, cultural and ethnic backgrounds people with varying physical and mental abilities.
Numerical calculations may include:	addition and subtraction calculations of cash amounts and change calculations of discount amounts estimation of quantities measurement multiplication and division percentages.
Point-of-sale transactions may include:	cheques credit cards and store cards EFTPOS exchanges gift vouchers lay-by returns smart cards travellers cheques.
Point-of-sale equipment may include:	cash drawer cash register EFTPOS terminal electronic scales numerical display board scanner security tagging.
Wrapping and packaging materials may include:	adhesive tape bags boxes bubble wrap gift wrapping paper ribbon string.
Delivery methods may include:	courier domestic or international delivery freight parcel pickup post or express post.

Unit Sector(s)

Cross-Sector

Competency Field

Client and Customer Service

SIRXCCS202 Interact with customers

Modification History

The version details of this endorsed unit are in the table below. The latest information is at the top.

Release Date	Comments
First Release:	This is a revised unit, based on and equivalent to SIRXCCS002A Interact with customers.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to deliver service to customers. It involves being able to communicate effectively with customers, respond to their complaints, receive and process sales orders, and identify special customer requirements.

The unit covers the consistent application of store policies and industry codes of practice to provide a quality service environment by treating customers and team members in a courteous and professional manner through all stages of the service and sales procedure, and to identify and resolve customer complaints.

Application of the Unit

This unit applies to frontline service personnel.

Licensing/Regulatory Information

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

Pre-Requisites

Nil

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements and Performance Criteria

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. Deliver service to customers.	1.1.Communicate with customers in a professional, courteous manner according to store policy. 1.2.Meet customer needs and reasonable requests or refer to supervisor, according to store policy and legislative requirements. 1.3. Record customer details and information where necessary. 1.4.Identify and anticipate possible problems and take action to minimise the effect on customer satisfaction. 1.5.Recognise and act upon opportunities to deliver additional levels of service beyond the customer’s immediate request. 1.6.Maintain contact with customer until sale is completed according to store policy. 1.7.Use verbal and non-verbal communication to develop rapport with customers during service delivery. 1.8.Encourage repeat customers by promotion of appropriate services or products according to store policy. 1.9.Farewell customer appropriately and courteously according to store policy.
2. Respond to customer complaints.	2.1.Convey a positive, helpful attitude to customers when handling complaints, according to store policy. 2.2.Handle complaints sensitively, courteously and with discretion. 2.3.Establish and confirm with customer nature of complaint by active listening and questioning. 2.4.Take action to resolve complaint to customer’s satisfaction wherever possible. 2.5.Promptly refer unresolved customer dissatisfaction or complaints to supervisor. 2.6.Take the opportunity to turn incidents of customer dissatisfaction into a demonstration of high-quality service to customer according to store policy. 2.7.Complete documentation regarding customer dissatisfaction or complaints accurately and legibly. 2.8.Take follow-up action as necessary to ensure customer satisfaction.
3. Receive and process sales orders.	3.1.Record customer details and information accurately. 3.2.Promptly refer customers to appropriate area as required. 3.3.Provide customers with information in clear, concise manner. 3.4.Process, record and act upon sales orders according to store policy. 3.5.Process customer returns or refunds according to store policy and procedures.
4. Identify special customer requirements.	4.1.Promptly identify customers with special needs or requirements by observation and questioning. 4.2.Verbally and non-verbally convey a willingness to assist. 4.3.Promptly service, refer or redirect customers’ needs as required.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication and interpersonal skills to: build rapport and understanding clarify and feed back information deal with difficult customers listen to customers’ needs negotiate with and persuade customers to buy promote products and services respond to complaints effectively and politely literacy and numeracy skills to: calculate costs and discounts document sales, stock and delivery information follow procedures for recording customer orders that are placed in person, by telephone or by electronic means handle legal tender take messages in person or by telephone write records of complaints weigh and measure goods observation and analysis skills to anticipate customer behaviour self-management skills to follow set routines and procedures
Required knowledge
add-on selling concepts conflict-resolution strategies functions and procedures for operating the store telephone system and other communication equipment, and the relevant numbers greeting and farewelling techniques location of store departments merchandise and service range of store departments non-verbal cues indicating customer behaviour questioning and active listening techniques relevant legislation and statutory requirements, including work health and safety (WHS) store policy and procedures in regard to: customer service dealing with customer complaints allocated duties and responsibilities customer returns and refunds lay-by, gift voucher and rain-check procedures strategies for handling difficult or abusive customers

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: accesses, records and processes sales orders accurately and responsibly, according to store policy and procedures identifies the nature of customer complaints, resolves complaints and provides service to customers according to store policies collaboratively works within a team to meet customers’ needs applies store policy and procedures and industry codes of practice in regard to customer service provides a quality service environment by treating customers and team members in a courteous and professional manner through all stages of the service and sales procedure uses effective questioning, active listening and observation skills to identify special customer requirements.
Context of and specific resources for assessment	Assessment must ensure access to: a real or simulated retail work environment relevant documentation, such as: sales order forms complaint and return forms stock, inventory and price lists store policy and procedures manuals a range of customers with different requirements point-of-sale equipment and materials a communication system or a range of communication 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: observation of performance in the workplace role play customer feedback answers to questions about specific skills and knowledge review of portfolios of evidence and third-party workplace reports of on-the-job performance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: SIRXCCS201 Apply point-of-sale handling procedures SIRXFIN201 Balance and secure point-of-sale terminal SIRXINV001A Perform stock control procedures SIRXRSK201 Minimise loss.

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 individual, accessibility of the item, and local industry and regional contexts) may also be included.
Communication techniques may include:	face-to-face or telephone contact with customers nonverbal communication speaking clearly and concisely using appropriate language using open and inclusive language.
Customers may include:	customers with routine or special requests internal and external contacts new or repeat contacts people from a range of social, cultural and ethnic backgrounds people with varying physical and mental abilities.
Store policy may relate to:	cash handling customer service dealing with customer complaints processing sales orders.
Customer needs may include:	information regarding store facilities and services location of specific items within the store product information returns or refunds.
Legislative requirements may include:	liquor licensing regulations lottery legislation sale of second-hand goods sale of X and R-rated products tobacco laws Trade Practices Act trading hours transport, storage and handling of goods.
Service may include:	all store activities internal and external customers follow-up in event of delays in service provision.
Complaints may relate to:	prices products service.
Follow-up action may require:	communication with: customers staff supervisors and management suppliers recommendations to supervisor regarding policy and procedure development or alteration.

Unit Sector(s)

Cross-Sector

Competency Field

Client and Customer Service

SIRXMER202 Plan, create and maintain displays

Modification History

The version details of this endorsed unit are in the table below. The latest information is at the top.

Release	Comments
First Release	This is a revised unit, based on and equivalent to SIRXMER005A Create a display.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to identify requirements for displays, develop display ideas, obtain approval from relevant personnel, and plan and build displays. It also covers maintaining displays to meet the requirements of the product, the audience and the organisation.

Application of the Unit

This unit applies to floor and sales team members responsible for merchandise displays for a retail business.

Licensing/Regulatory Information

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

Pre-Requisites

Nil

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements and Performance Criteria

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. Identify requirements for displays.	1.1.Identify purpose, audience and products for each display. 1.2.Identify organisational requirements and research relevant information where required. 1.3.Identify available budget and resources required to create the display. 1.4.Identify and consider constraints or factors that may affect the creation of the display.
2. Develop display ideas.	2.1.Generate ideas for the display using creative thinking techniques. 2.2.Test ideas against display and organisational requirements. 2.3.Discuss display options with relevant personnel. 2.4.Modify display ideas and refine according to feedback and confirm with relevant personnel.
3. Plan and build displays.	3.1.Develop ideas into simple display plans. 3.2.Source resources, materials and products to meet plan requirements. 3.3.Create displays following display plans. 3.4.Seek assistance from relevant personnel where required. 3.5.Review display and make refinements as required.
4. Maintain displays.	4.1.Regularly clean and tidy displays and replace products as necessary according to display plans. 4.2.Make changes or alterations to the display as appropriate.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication and interpersonal skills to: communicate display ideas to others seek and accept feedback through clear and direct communication use and interpret non-verbal communication use language and concepts appropriate to cultural differences creative thinking and design skills to generate ideas for improving displays initiative and enterprise skills to ensure efficient and cost-effective use of resources observation skills to identify when display needs to be changed, updated or altered sketching and writing skills to represent ideas in a simple display plan
Required knowledge
audiences for and required effects of displays basic design principles, including: colour flow of product shape use of space organisational requirements, including: environment, health and safety compliance location of displays visual merchandising standards visual merchandising display options

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: identifies the requirements for new displays creates display plans that meet the requirements of the product, audience and organisation plans and builds displays, according to plans maintains displays.
Context of and specific resources for assessment	Assessment must ensure access to: a real or simulated retail work environment relevant documentation, such as store policy and procedures manuals display space a range of display products and materials.
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: observation of performance in the workplace third-party reports from a supervisor customer feedback written or verbal questioning to assess knowledge and understanding.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

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 individual, accessibility of the item, and local industry and regional contexts) may also be included.
Purpose of display may include:	attracting customers into the store new products new range promotion sale.
Audience for display may include:	internal and external foot or vehicular traffic new or repeat customers people from a range of social, cultural and ethnic backgrounds people with varying physical and mental abilities people of different ages people with varying degrees of language and literacy.
Relevant information may be sourced from:	colleagues direct observation internet magazines marketing personnel technical personnel written reports.
Resources may include:	equipment and technology fixtures and fittings labels and tickets new or recycled materials staff time.
Constraints or factors may include:	availability of materials budget product characteristics space staff time.
Creative thinking techniques may include:	brainstorming creative writing drawings lateral thinking mind mapping product association telling stories using prompts visualising.
Organisational requirements may include:	aesthetics allocated space branding budget work health and safety (WHS) organisational standards staff store policy and procedures, including: housekeeping and waste disposal procedures WHS procedures.
Display options may include:	indoor or outdoor lighting sound static or moving.
Feedback may be sought and received:	in groups in writing individually verbally.
Relevant personnel may include:	external personnel with visual merchandising expertise manager team leader.
Display plans may include:	checklist of materials and equipment required simple sketches of planned display.

Unit Sector(s)

Cross-Sector

Competency Field

Merchandising

SITXEVT608 Plan and allocate exhibition space

Modification History

The version details of this endorsed unit of competency set are in the table below. The latest information is at the top.

Version	Comments
1.0	N Replaces but not equivalent to SITXEVT015B Manage exhibitions. Previously a large unit that described many processes for exhibition planning. Unit has been split into two. Re-worked Elements, Performance Criteria, Required skills and Required knowledge to more fully articulate content. Re-worked Evidence Guide to better articulate rigorous assessment requirements.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to establish exhibition floor plans and allocate exhibitor and service space. It requires the ability to liaise closely with exhibition stakeholders to determine operational requirements and meet exhibitor and consumer expectations.

Application of the Unit

Exhibitions are diverse in nature and this unit is relevant to any type of exhibition coordinated in any industry context, including the tourism, hospitality, sport, cultural and community sectors.

Exhibitions are events that bring any type of sellers and buyers together. They could be trade or consumer focussed, and may be stand-alone exhibitions or a component of other events such as fairs, expos, conferences and festivals.

This unit applies to exhibition managers who operate with significant autonomy and who are responsible for making a range of strategic exhibition management decisions. They may work in exhibition management companies, in event venues or for organisations such as industry bodies that stage exhibitions.

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 and 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. Identify purpose and scope of the exhibition.	1.1 Consult with stakeholders to clarify exhibition purpose and objectives. 1.2 Liaise with stakeholders to determine specific operational requirements for exhibition. 1.3 Develop overall format in consultation with stakeholders.
2. Establish exhibition floor plans.	2.1 Assess physical characteristics of exhibition space and capacity to meet requirements. 2.2 Assess safety, security and environmental risks for impacts on exhibition floor plan. 2.3 Plan exhibition layout to maximise exhibitor space and profitability. 2.4 Incorporate a range of exhibitor formats and sizes to meet different exhibitor requirements. 2.5 Allocate space for ancillary services and resolve conflicting demands for exhibition space. 2.6 Organise development of accurate and complete floor plans.
3. Allocate exhibitor space.	3.1 Consult with stakeholders and establish and document criteria for the allocation of space according to exhibition objectives. 3.2 Liaise with stakeholders to allocate space according to agreed criteria. 3.3 Identify buyer and seller interaction requirements when allocating space. 3.4 Resolve conflicting demands for exhibitor space according to profile of exhibitor.
4. Evaluate operational success of exhibition.	4.1 Obtain feedback from exhibitors and stakeholders according to predetermined evaluation criteria. 4.2 Seek input from personnel and contractors on exhibition operations. 4.3 Reflect on and evaluate operational problems. 4.4 Use all information to enhance future exhibition planning activities.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication skills to consult, liaise and negotiate with a wide range of stakeholders on complex planning and operational issues critical thinking skills to evaluate operational requirements for exhibitions initiative and enterprise skills to identify exhibition profit expectations and establish floor plans which maximise profitability literacy skills to: read and interpret complex exhibition planning documents write criteria for the allocation of exhibitor space numeracy skills to calculate complex spatial designs for exhibitor formats and sizes planning and organising skills to access and collate all information required to establish floor plans and to allocate space within designated deadlines problem-solving skills to: assess safety, security and environmental risks and plan layouts to minimise these identify and resolve conflicting demands for exhibitor space teamwork skills to: integrate the needs of all stakeholders when establishing floor plans consult on the allocation of exhibitor space seek feedback from personnel and contractors on exhibition operations.
Required knowledge
characteristics of different types of exhibitions; their purpose and objectives roles, responsibilities and hierarchy of control of different stakeholders in the exhibition planning process spatial design techniques for maximising exhibitor space and profitability safety, security and environmental risks and methods of managing these when designing exhibition floor plans buyer and seller interaction formats and methods to incorporate requirements into exhibition floor plans a range of formats for and inclusions of: criteria for the allocation of exhibitor space floor plans for the specific industry sector: overall exhibition layout themes and schemas exhibitor formats and sizes to meet different exhibitor requirements key features and functions of ancillary exhibition services operated at exhibition venues profiles for exhibitors involved in the specific exhibition environmentally sound disposal methods for all types of waste and in particular for recycling high levels of paper based resources associated with exhibitions.

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: plan and allocate exhibition space for exhibitions involving: comprehensive exhibition plans dedicated exhibition budgets formal communications plans multiple operational components an exhibition operations team a wide range of stakeholders establish exhibition floor plans and allocate exhibitor and service space for multiple and diverse exhibitions liaise closely with exhibition stakeholders throughout the planning process integrate knowledge of: characteristics of, purpose and objectives for different types of exhibitions spatial design techniques for maximising exhibitor space and profitability exhibitor formats and sizes to meet different exhibitor requirements key features and functions of ancillary exhibition services operated at exhibition venues plan and allocate exhibition space within commercial time constraints and exhibition deadlines.
Context of and specific resources for assessment	Assessment must ensure use of: actual exhibitions for which space is planned and allocated. Exhibitions may be created for the specific purpose of skills assessment, but must still meet the requirements outlined under Critical aspects of assessment, and have commercial, community or business relevance. venues and sites where exhibitions are staged; these can be: real exhibition venues and sites exhibition venues and sites operated within a training organisation where real exhibitions are staged exhibition stakeholders with whom the individual consults comprehensive exhibition plans dedicated exhibition budgets exhibitor profiles current and comprehensive exhibition venue information: product information within sales kits, brochures, product manuals, supplier information kits or information databases site specifications, operational and capacity information technical production and staging specifications accurate and complete exhibition floor plans for venues and sites.
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 observation, using role plays, of the individual liaising with exhibition stakeholders to plan and allocate space case studies that allow the individual to analyse operational requirements and plan layouts for multiple and diverse exhibitions evaluation of exhibition floor plans developed by the individual review of a comprehensive portfolio prepared by the individual that documents the entire planning process for exhibition layouts including notes on discussions with stakeholders, notes on the exhibition purpose and objectives, evaluation of operational requirements, issues taken into account when assessing safety, security and environmental risks, draft and final floor plan and rationale for the final layout problem-solving exercises to allow the individual to analyse and respond to conflicting demands for exhibitor space written or oral questioning to assess knowledge of: characteristics of, purpose and objectives for different types of exhibitions spatial design techniques for maximising exhibitor space and profitability exhibitor formats and sizes to meet different exhibitor requirements key features and functions of ancillary exhibition services operated at exhibition venues review of portfolios of evidence and thirdparty workplace reports of onthejob performance by the individual.
Guidance information for assessment	The assessor should design integrated assessment activities to holistically assess this unit with other units relevant to the industry sector, organisation and job role, for example: SITXEVT502 Select event venues and sites SITXEVT606 Develop crowd management plans SITXWHS301 Identify hazards, assess and control safety risks.

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.
Stakeholders may include:	corporate clients exhibition or event management companies industry associations media organisations organising committees seller representatives.
Objectives may relate to:	dollar value of business completed exposure of: industry product sponsor industry education product sales media coverage numbers and ratios of buyers and sellers profile of buyers and sellers: generalist large small specialist.
Operational requirements may relate to:	entertainment crowd control food and beverage outlets format, style and duration of exhibition infrastructure exhibition program expectations for: attendance exhibitor take-up minimum and maximum numbers of exhibitors on-site registration of attendees security size and set up of: client displays and livery exhibitor stands merchandising stands sponsor stands seating tables technical equipment and services: audio-visual rigging sound and lighting special effects stage design and construction venue styling.
Safety, security and environmental risks may relate to:	access limitations crowd control food safety requirements lifestyle of neighbouring residents negative environmental impacts due to: inefficient use of energy, water and other resources during exhibition setup, operation and break-down overcrowding of site unsafe disposal of all waste, especially hazardous substances noise overcrowding of exhibition stands and customer traffic areas protection from weather technical issues, including cabling and power sources theft.
Ancillary services may be:	attendee seating for consumption of food and beverage business and communication hubs: access to the Internet computers printers entertainment stages food and beverage outlets food storage and preparation areas media areas meeting rooms on-site registration or ticketing area staff facilities storage toilet facilities waste disposal and recycling.
Criteria for the allocation of space may involve:	consumer demand for exhibitor products and services exhibition themes exhibitor or sponsor participation level, gold, silver, bronze etc proximity of: equipment required by different exhibitors exhibitors in direct competition required balance and variety of exhibitors size of products to be exhibited.
Buyer and seller interaction requirements may be:	free flow prearranged appointments scheduled presentations and promotions.
Profile of exhibitor may involve:	exhibitor or sponsor participation level, gold, silver, bronze etc number of exhibition areas or stands purchased by exhibitor participation costs, at different levels previous performance data.
Evaluation criteria may relate to:	effective use of resources to minimise waste and environmental impacts exhibitor, buyer and sponsor success number of attending buyers operational efficiency success in meeting exhibition objectives profitability of the exhibition venue service levels.

Unit Sector(s)

Cross-Sector

Competency Field

Events

TLIP2032A Maintain petty cash account

Modification History

Not Applicable

Unit Descriptor

Unit Descriptor	This unit involves the skills and knowledge required to maintain petty cash account customers in accordance with workplace requirements, including preparing petty cash documentation and conducting cash transactions. Licensing, legislative, regulatory or certification requirements are applicable to this unit.

Application of the Unit

Application of the Unit	Work must be carried out in compliance with the relevant regulations and workplace requirements concerning the maintenance of petty cash accounts. Work is performed under some supervision generally within a team environment. It involves the application of workplace procedures and regulatory requirements to the maintenance of petty cash accounts as part of work activities in the transport, distribution and/or allied industries.

Licensing/Regulatory Information

Refer to Unit Descriptor

Pre-Requisites

Not Applicable

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 required performance needed to demonstrate achievement of the element. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1 Prepare petty cash documentation	1.1 Requests for petty cash advances are validated and required vouchers are prepared 1.2 Petty cash claims are validated and attached receipts are checked 1.3 Claim documentation is prepared and checked for accuracy before processing 1.4 Claims and vouchers are presented to nominated person/section for checking and approval appropriate to workplace limits 1.5 Irregularities are noted and referred to nominated person/section for resolution 1.6 Details of claims and vouchers are recorded to enable tracing and balancing of cash holding
2 Conduct cash transactions	2.1 Petty cash is provided against claims and vouchers from cash holding 2.2 Petty cash returns are secured and return receipts are provided 2.3 Petty cash returns are documented to enable tracing and balancing of cash holding 2.4 Documented transactions are reconciled against cash held 2.5 Cash is drawn using workplace procedures to maintain a balance appropriate to normal transaction levels 2.6 Cash is secured in accordance with workplace security requirements

Required Skills and Knowledge

REQUIRED KNOWLEDGE AND SKILLS
This describes the essential knowledge and skills and their level required for this unit.
Required knowledge:
Codes of practice and regulations relevant to the maintenance of petty cash accounts
Relevant OH&S and environmental protection procedures and guidelines
Workplace procedures and policies for the maintenance of petty cash accounts
Focus of operation of work systems, equipment, management and site operating systems for the maintenance of petty cash accounts
Problems that may occur when maintaining petty cash accounts and appropriate action that can be taken to resolve the problems
Documentation requirements for the maintenance of petty cash accounts
Instruments of payment including letters of credit, cheques, promissory notes, bank drafts etc.

Required skills:
Communicate and negotiate effectively with others when maintaining petty cash accounts
Read and interpret instructions and procedures relevant to petty cash accounts
Interpret and follow operational instructions and prioritise work
Complete documentation related to petty cash accounts
Work collaboratively with others when maintaining petty cash accounts
Adapt appropriately to cultural differences in the workplace, including modes of behaviour and interactions with others
Promptly report and/or rectify any identified problems that may arise when maintaining petty cash accounts in accordance with regulatory requirements and workplace procedures
Monitor work activities in terms of planned schedule
Work systematically with required attention to detail
Select and use relevant computer, communication and office equipment
Adapt to differences in equipment in accordance with standard operating procedures

Evidence Guide

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package.
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 and satisfy all of the requirements of the elements and performance criteria of this unit and include demonstration of applying: the underpinning knowledge and skills relevant legislation and workplace procedures other relevant aspects of the range statement
Context of and specific resources for assessment	Performance is demonstrated consistently over a period of time and in a suitable range of contexts Resources for assessment include: a range of relevant exercises, case studies and/or other simulated practical and knowledge assessment, and/or access to an appropriate range of relevant operational situations in the workplace In both real and simulated environments, access is required to: relevant and appropriate materials and equipment, and applicable documentation including workplace procedures, regulations, codes of practice and operation manuals
Method of assessment	Assessment of this unit must be undertaken by a registered training organisation As a minimum, assessment of knowledge must be conducted through appropriate written/oral tests Practical assessment must occur: through activities in an appropriately simulated environment at the registered training organisation, and/or in an appropriate range of situations in the workplace

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.
Work may be conducted:	in a range of work environments by day or night
Customers may be:	internal or external
Workplaces may comprise:	large, medium or small worksites
Equipment may include:	filing and record keeping system cash holding box/system cash transaction record book relevant computer software
Recording mechanisms/systems may be:	paper-based or electronic
Business source documents may include, but are not exclusive to:	purchase requisitions invoices delivery dockets bank statements cash register rolls purchase orders receipts credit notes remittance advice deposit books
Hazards in the work area may include exposure to:	chemicals dangerous or hazardous substances movements of equipment, goods, materials and vehicular traffic
Consultative processes may involve:	other employees and supervisors current and potential customers suppliers, customers and clients relevant authorities and institutions management and union representatives industrial relations and OH&S specialists
Communication in the work area may include:	phone electronic data interchange (EDI) fax email internet RF systems oral, aural or signed communications
Depending on the type of organisation concerned and the local terminology used, workplace procedures may include:	company procedures enterprise procedures organisational procedures established procedures
Personal protective equipment may include:	gloves safety headwear and footwear safety glasses high visibility clothing
Information/documents may include:	workplace procedures and policies concerning petty cash transactions including security procedures codes of practice and regulations relevant to petty cash accounts operations manuals, job specifications and induction documentation manufacturers specifications for equipment award, enterprise bargaining agreement, other industrial arrangements relevant Australian standards and certification requirements quality assurance procedures emergency procedures
Applicable regulations and legislation may include:	relevant codes and regulations for the provision of credit services privacy legislation conditions of credit extension policies and related government legislation audit and financial legislation relevant state/territory OH&S and environmental protection legislation workplace relations regulations workers compensation regulations

Unit Sector(s)

Not Applicable

Competency Field

Competency Field	P - Administration and Finance

CUV Arts and Culture Training Package

Modification History

Version Number	Release Date	Comments
1	November 2013	Primary release of Training Package

Credit Arrangements

Qualification Code	Qualification Title	Credit Arrangement Details
CUV20313	Certificate II in Indigenous Visual Arts Industry Work	At the time of endorsement of this Training Package no national credit arrangements exist.
CUV50613	Diploma of Indigenous Visual Arts Industry Work	At the time of endorsement of this Training Package no national credit arrangements exist.

Links

Companion volumes from the IBSA website - http://www.ibsa.org.au